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EDUCATIONAL GUIDE 

FOR 

SYRIAN STUDENTS 

IN THE UNITED STATES 



BY 

PHILIP K. HITTI, Ph. D. 

ISSUED BY 

THE SYRIAN EDUCATIONAL SOCIETY 

OF NEW YORK CITY 
1921 



EDUCATIONAL GUIDE 

FOR 

SYRIAN STUDENTS 

IN THE UNITED STATES 



BY 



PHILIP K: HITTI, Ph. D. 



ISSUED BY 

THE SYRIAN EDUCATIONAL SOCIETY 

OF NEW YORK CITY 
1921 



THE SYRIAN-AMERICAN PRESS 

NEW YORK 



.K5 



Gift 

NOV iS Wf 



TABLE OF CONTENTS 

CHAPTER I. Organization and Cliaracteristics of Education in tlie United 
States. Complexity. Uniformity of Standard. Characteristics. 
Variety— State Systems; Municipal Institutions; Private Institutions; 
Denominational Institutions. Classification— Kindergarten ; The 
Elementary School; The Secondary School; The American College; 
The American University. 

CHAPTER II. The Typical University. 

Section 1. The School of Arts and Sciences. The School of Engin- 
eering. The School of Agriculture. The School of Veterinary Medi- 
cine. The School of Medicine. The School of Pharmacy. The School 
of Dentistry. The School of Commerce. The School of Journalism. 
The School of Education. The School of Theology. The School of 
Law. The Graduate School. The Summer School. Extension Teach- 
ing. Section 2. Special Researcli Foundations. Section 3. Independent 
Technical and Professional Schools. Section 4. Independent and 
Denominational Colleges. Section 5. Y. M. C. A. Schools. Section 6. 
Higher Education for Women. 

CHAPTER III. College Entrance Requirements. 

CHAPTER IV. College Life. 

Athletics. Fraternities and Clubs. Debating, Dramatic and Literary 
Societities. Foreign Student Organizations — Committee on Friendly 
Relations Among Foreign Students; Corda Fratres Association of 
Cosmopolitan Clubs — Other Foreign Student Organizations. Reli- 
gious Organizations. Hazing. 

CHAPTER V. Living Conditions. 

Lodging and Boarding Facilities. Expenses, — Tables: — East, Cornell 
University and Brown University; Middle West — University of 
Minnesota and University of Illinois; West — University of California 
and University of Washington; South — University of Texas. Vaca- 
tions. Places of Interest to be Visited. Student Aid and Self Help. 

CHAPTER VI. Number and Distribution of Foreign Students. 

CHAPTER VIL The Syrian Educational Society. 

CHAPTER VIIL Special Problems. 

Choice of a School. Amount of Money. Etiquette. 

CHAPTER IX. Appendices. 

1. Accredited Higher Institutions. 

2. Classified Medical Schools. 

3. Engineering Schools. 

4. Colleges and Schools of Agriculture. 

5. Schools of Dentistry. 

6. Private Schools. 

7. Reading List of Books on the United States. 



INTRODUCTORY NOTE 



The ever increasing demand made by prospective students 
and parents of young pupils — boys and girls — upon the Syrian 
Educational Society to answer the various queries regarding the 
opportunities for higher education and the facilities for private 
secondary and elementary education in the United States has 
prompted the Society to ask one of its members, Dr. Philp K. Hitti, 
to undertake as a service the compilation of a monograph that will 
serve as a guide book to the Syrian students and parents and that 
will stimulate a larger number of young men and women here and 
abroad to take advantage of the unexcelled possibilities for edu- 
cation in this country. 

As a lecturer in Columbia University, President of the Inter- 
collegiate Cosmopolitan Club of New York City, and a secretary 
of the Committee on Friendly Relations Among Foreign Students, 
Dr. Hitti is eminently qualified to do the work. For many years he 
has acted as adviser to the hundreds of students from all over 
the world who sought his counsel regarding their education in 
this land. He visited and secured first hand information from 
most of the leading institutions of America. 

The results of Dr. Hitti's studies and experiences are embod- 
ied in the following pages which we trust will prove of great value 
to the Syrian people. 

For the Syrian Educational Society, 

JOSEPH W. FERRIS, NEJIB A. KATIBAH, 

President. Secretary. 



CHAPTER I. 

ORGANIZATION AND CHARACTERISTICS OF EDUCATION 

IN THE UNITED STATES 

COMP/-EXITY 

Strictly speaking there are forty-nine systems of public edu- 
cation in the United States corresponding to the forty-eight States 
and the District of Columbia. Each one of these self-governing 
commonwealths is free to exercise full control over the initiation, 
direction and development of its own educational policies. Hence 
the absence of a national system. 

Alongside the institutions of these public educational systems 
a number of municipalities, individuals, private corporations and 
denominations support schools, academies, colleges and universi- 
ties, thus adding to the complexity of the American educational 
system. Under the Constitution of the country these non-public 
institutions are allowed perfect freedom of development. 

UNIFORMITY OF STANDARD ^ 

While no two State systems and no two private institutions 
are exactly the same yet in essentials they are more or less alike. 
All States, for instance, provide by law for elementary education 
at public expense. The standards of admission and graduation 
from the principal types of institutions are almost identical. The 
usual length of the elementary school course is eight years. The 
age of compulsory attendance is generally from seven or eight 
years. The age of compulsory attendance is generally from seven 
or eight to fourteen or fifteen. Public secondary schools, also 
called high schools, offer ordinarily a four year course, which is 
a continuation of the elementary school course. Almost all col- 
leges offer a course four years in length. Thus underneath the 
apparent dissimilarity in the foundation, management and control 
of the educational system in the United States, there is, neverthe- 
less, a fundamental unity of purpose and a general conformity 
of standards and methods. 



CHARACTERISTICS 

The lack of standardization which we have previously ob- 
served is the chief distinction of the American system of education 
as compared to the European systems. Many systems of education 
are being carried on all the time in this country and the results 
accomplished by the one are available for all. The individualism 
of the American people is no where else better revealed than in 
their institutions of education. 

Another feature of American education is its democratic 
character. Next to the political institutions the educational insti- 
tutions best reflect the democratic tendencies of the American 
people. American education is so graded as to make the secon- 
dary school the continuation of the elementary school, and the 
college the continuation of the secondary school. In France and 
Germany, and to a certain extent in England, the elementary and 
secondary systems are entirely unrelated. Transference from one 
to the other is possible only at one or two points. The elementary 
school is not regarded as a preparatory institution for the secon- 
dary school but as furnishing education for the children of the 
laboring and artisan classes, whereas the secondary school is in- 
tended ot fit the more well-to-do children for the professions and 
for the civil life. Much of the work that is done by the French 
lycee and the German gymnasium is included here in the secondary 
school or in the first two years of college. 

One, who has in America completed a secondary or high 
school course together w^ith the first two years of college, corres- 
ponds to the holder of the Baccalaureate of the French lycee, the 
Latin American liceo or the abiturientenzeugnis of the German 
gymnasium. The American professional schools, which require 
two years of college study for entrance, correspond to the French, 
Latin American and German universities, which are open only to 
the holders of the Baccalaureate degree from the lycee, the liceo 
or the gymnasium. 



VARIETY 

STATE SYSTEMS 

The Constitution of the United States does not provide for 
the control of education by the Federal Government. The Com- 
missioner of Education in Washington has only advisory power to 
exercise. Each State, therefore, assumes the task of devising and 
.pursuing its own system. 



The educational systems of the various States have grown 
up independently of one another and at different times. The 
common conception of the part States should play in promoting 
and controlling education has varied according to time and local- 
ity. In the comparatively newer States of the West and the Mid- 
dle West the theory prevails that all education from the kinder- 
garten to the university should be supported and managed by the 
State or local government. On the other hand, in the older States 
and particularly in the East, elementary education and a certain 
amount of secondary education is left to the State but higher 
education is conducted through independent institutions founded 
under various auspices, principally religious. 

The first public school was established at Dorchester, Mass. 
in 1639. The first public school to be maintained by general 
taxation was established by vote of the Dedham (Mass.) Town 
Meeting on January 1, 1644. 

MUNICIPAL INSTITUTIONS 

Not only States, but in a few cases large cities, have their 
own educational policies and institutions. These institutions are 
mostly of the elementary and secondary types. Recently, how- 
ever, a number of cities have established higher institutions 
among which are the College of the City of New York, and the 
Universities of Cincinnati, Akron, and Toledo, all of which are 
under municipal control. 

PRIVATE INSTITUTIONS 

The American private school is a distinctive expression of 
national character, yet like other American institutions its origin 
should be traced back to European countries. In earlier times 
ecclesiastical control prevailed but later the influence became 
political. The private school antidates the public. One of the 
first private funds for education in America was established in 
1657 by the bequest of Edward Hopkins, an uncle of Elihu Yale 
and one time Governor of Connecticut. For a list of private 
schools see Appendix No. 6. 

DENOMINATIONAL INSTITUTIONS 

In the field of elementary education, the most extensive pri- 
vate system in the United States is that of the Roman Caholic 
Church. In 1790 the Roman Catholic Church established its 
diocesan government in this country and immediately opened 
parochial schools. As the number of Catholics increased through 
the establishment of public schools to supplement the academies 
was taken, under the lead of Boston. 



10 

immigration, its teaching orders opened schools of higher edu- 
cation in all parts of the Union. The establishment of Catholic 
schools received a new impetus from the Baltimore Council of 
1884 in which parish priests were charged with the establishment 
of parochial schools, and Catholic parents were directed to send 
their children to them. 

The Protestant churches have been in the educational field 
before the Catholic Church. Among the Protestant sects the Epis- 
copal Church has led the way in the establishment of denomina- 
tional schools. Methodist academies date from the early decades 
of the last century. Almost all other denominations have since 
entered the field of education. 

CLASSIFICATION 

KINDERGARTEN 

The first institution ol learning in which the child makes his 
way is the kindergarten. Children below six or seven are received 
in it. The American kindergarten owes its existence to the efforts 
of Miss Elizabeth Peabody of Boston who, in 1867, went to Ger- 
many to study under Froebel in his Blankenburg kindergarten. 
On her return the following year she established in Boston the 
first kindergarten. At present there are over 4,500 kindergar- 
tens, public and private, which enroll upwards of 200,000 pupils. 

THE ELEMENTARY SCHOOL 

The elementary school, as we have observed, was first insti- 
tuted in Massachusetts- Except in New England the management 
of the district elementary schools began in most cases with the 
Church and gradually got into the hands of the smallest political 
subdivision, known as the "district". 

The elementary schools in this country receive children at 
the age of six oi: seven and cover a period of eight years. Some 
cities have recently extended the period to nine years. On the 
other hand there is a tendency in other places to shorten the ele- 
mentary school period. 

THE SECONDARY SCHOOL 

The oldest secondary school in this country is the Boston 
Latin School, which was established in 1653 by a vote of the 
citizens in a town meeting. 

The Revolutionary War was a time of transition and a new 
type of institution, known as the Academy, sprang up following 
the English precedent. The Academy was established by Benja- 
min Franklin in Philadelphia in the middle part of the eighteenth 
century. 



11 

At the beginning of the nineteenth century the first step in 
The secondary school course covers a period of four years. 
In some cities a fifth year has been added. The course is a con- 
tinuation of the elementary school course and prepares the student 
for admission to college. The secondary schools are also called 
high schools. 

THE AMERICAN COLLEGE 

The American college was the first institution for higher 
learning to be founded in the United States. Harvard was the 
first college established in America — the date of its founding 
being 1636, just sixteen years after the Pilgrim Fathers landed 
at Plymouth Rock. Cambridge and Oxford furnished the proto- 
type for Harvard College. Most of its earlier graduates entered 
the Christian ministry. 

The American college is a unique institution. It seems to find 
no exact counterpart in the educational system of any other 
country. It is the nucleus from which all higher institutions of 
learning have sprung. Traditionally, its curriculum covers a 
period of four years and grants the Baccalaureate degree. 

THE AMERICAN UNIVERSITY 

The American university is the outgrowth and the expansion 
of the American college. Before the nineteenth century th^re 
were no universities in the modern sense of the term. With the 
rise of the professional schools of theology, law and medicine, the 
American college began to approach university organization. The 
university then came to be designated as an institution composed 
of a college and one or more professional schools, each under the 
control of a separate faculty. Nevertheless the terms "college" 
and "university" are still sometimes used interchangeably and 
often confused. In some States it has been possible to secure a 
university charter on the strength of achievement possible in the 
future, rather than accomplished in the past. Thus today we find 
many colleges offering but a single course leading to the Bache- 
lor's degree and yet chartered as a university. 

In the strictest sense of the term a university is an institution 
maintaining, in addition to the college proper, professional depart- 
ments offering advanced degrees. The specialized departments 
of the university include such schools as the colleges of engineer- 
ing, agriculture, medicine, pharmacy, law, commerce, education 
and theology. At the top of all is the graduate school of arts and 
sciences. Each of the Universities of Columbia, California, Chi- 
cago and Illinois, for instance, have a dozen or more of such 
schools or departments. In their growth American universities 
have consciously followed the German type. 



CHAPTER II. 
THE SCHOOL OF ARTS AND SCIENCES 

At the core of every American university stands the collegi- 
.ate department variously called the undergraduate department, 
the school, department or college of arts and sciences, the college 
of letters, the college of liberal arts, etc. Graduates of recognized 
high schools, and private schools and students who give evidence 
of preparation equivalent thereto are admitted to the school of 
arts and sciences. 

The average age of students entering college is eighteen or 
nineteen years, making the average at graduation twenty-two to 
twnty-three years. 

The college offers a four year course leading to the Bachelor's 
Degree, of which there are three distinctions, namely: — A. B. 
(Bachelor of Arts) , B. S. tBachelor of Science) and Ph. B. (Bache- 
lor of Philosophy) . The prescribed course of study for the Bache- 
lor's degree has practically broken down. At first the courses 
were prescribed but now the elective system prevails, although an 
absolutely free elective system is no where to be found. The usual 
procedure is to make it partly elective and partly prescribed. The 
required studies are confined to two or three subjects and the 
student is allowed freedom of choice with respect to the rest of 
the program. A still later development, known as the "group sys- 
tem" came to meet the needs of students and was first put into 
practice at John Hopkins University. The theory is that work 
should be concentrated along certain lines to definite ends. Cer- 
tain groups of studies are organized to corelate with a single 
central subject and to permit the students to choose one of these 
groups. Princeton was a pioneer in what is called the "precep- 
torial system" by which each student is carefully protected from 
negligence in study. The assistant professors are the preceptors, 
whose duty it is to meet the students in little groups, to give ad- 
vice and test the faithfulness and accuracy of their work. 

The semester system is followed by most universities — the 
first semester extending from the latter part of September to 
early Februarj'-, and the second semester terminating about the 
middle of June. Some of the universities in California open in 
August and close in May. Each semester culminates in an exam- 
ination designed to test the knowledge of the student in the 



13 

branches he has studied. Many of the colleges have adopted the^ 
"honor system" in the written examinations according to which- 
no proctors supervise the examination period. This system en- 
deavors to cultivate honesty in examinations. The offender is 
usually suspended. 

The instruction in the school of arts and sciences is carried 
on by means of lectures, recitations, discussions and various kinds 
of written exercises. In the Freshman and Sophomore years — 
the first two years of the college course — instructors usually 
assign a definite number of pages from a prescribed textbook and 
the student's knowledge is tested by recitation. In the last two 
years lectures become more the rule and periodic examinations 
take the place of formal recitations. 

THE SCHOOL OF ENGINEERING 

The school of applied science or engineering offers to gradu- 
ates of secondary schools a four year course leading to the degree 
of B. S. (Bachelor of Science) in civil, mechanical, mining, metal- 
lurgical, electrical, hydraulic, architectural, chemical or sanitary 
engineering. Some universities, e. g., Columbia and Harvard, 
require graduation from a scientific school in good standing or 
completion of not less than three years in an approved college for 
admission. In certain institutions separate schools are maintained 
for mining, mechanical, electrical and other forms of engineering 
and sometimes a five or six year course is offered. In these cases 
the degree conferred is E. E. (Electrical Engineer), M. E. (Mining 
Engineer), C. E. (Civil Engineer), or A. E. (Architectural En- 
gineer) . 

The work in these schools being mainly professional, it tends 
to be more prescribed than elective. It is more practical or con- 
crete than purely academic work ; a great part of which is carried 
on in laboratories and machine shops belonging to the universi- 
ties and in the factories or industrial organizations in the city. 

In the University of Cincinnati a successful attempt has been 
made to introduce the so-called "co-operative course" by whicTa a 
student works two weeks in a factory and two weeks at school. 
The course covers five years. The system has been followed by 
the University of Akron, O., by Georgia School of Technology, 
Atlanta and by other institutions. 

In recent years several universities have begun to offer grad- 
uate work in engineering science leading to the degrees of M. S. 
(Mastre of Science), Ph. D. (Doctor of Philosophy) and Sc. D. 
(Doctor of Science). The conditions are practically the same a& 
those prevailing in the graduate school of arts and sciences. 



Li 
THE SCHOOL OF AGRICULTURE 

The typical school or college of agriculture offers to graduates 
-of a secondary school a four year course in agriculture leading to 
the degree of B. S. (Bachelor of Science). 

While many universities undertake to give instruction in 
medicine, engineering and law and the other professions, agricul- 
ture is practically in the monopoly of State universities and land- 
grant colleges. In the Morrill Act of 1862 the United States Con- 
gress granted to the several States certain portions of land, the 
proceeds from the sale of which were to form a fund for the 
maintenance of colleges of agriculture. In a number of States this 
land grant /made possible the establishment of a State university. 
The Federal Government has also been in the habit of apportion- 
ing annually large sums for the support of these institutions and 
for the development of agricultural experimentation and research. 
The State universities, therefore, owe it to the States and to the 
nation to do more than train students for a professional life of 
farming. They should also carry on original investigation and 
research for the extension of the science of agriculture. 

As in engineering, the school is sometimes subdivided into 
specialized departments in forestry, dairy and home economics. 
Each course combines instruction in the general sciences, lan- 
,guages and mathematics with technical instruction in agriculture 
and actual practice in laooratories and on the farms connected 
with the universities. 

In Yale an independent school of forestry is maintained with 
no other school of agriculture in the University. It is open to 
college graduates only. 

THE SCHOOL OF VETERINARY MEDICINE 

The interdependence between animal and plant husbandry 
has made it necessary for several universities of agriculture to 
maintain schools of veterinary medicine. 

The typical school of veterinary medicine offers to graduates 
of a secondary school a three year course leading to the degree of 
D. V. M. (Doctor of Veterinary Medicine). The New York State 
Veterinary College administered by Cornell University offers a 
four year course. The course is a combination of general medical 
sciences, such as chemistry, physiology and anatomy with such 
^pecial courses as animal pathology, surgery and husbandry. Clin- 
ical facilities are provided in the veterinary hospitals connected 
v^^ith the schools. 



r5 

THE SCHOOL OF MEDICINE 



The high grade school of medicine requires for admission 
two years of college work after the completion of a four year high 
or secondary school course and offers a four year course leading 
to the degree of M. D. (Doctor of Medicine) . Not only the school 
authorities but the State must be satisfied that the pre-medical 
education of the applicant is up to the standard. Upon graduation 
a physician can not orinarily practice in a State without passing 
an examination before the licensing Board. 

The American medical college is usually well equipped with 
laboratories and has hospital facilities for first hand observation 
.and practice. Along no other professional line of American edu- 
cation has more rapid and noteworthy progress been made in 
recent years than along medical lines. Nevertheless a number of 
institutions have flourished in the country who purport to give 
medical and other professional training without possessing the 
equipment and the teaching facilities. For a list of the American 
medical colleges recognized by the American Medical Association 
see Appendix No. 2. 

Upon the recommendation of the American Medical Associa- 
tion a number of the more progressive medical schools have in 
•late years added a fifth year to the medical course in which the 
student serves as an intern in a hospital. Advanced study and 
.research in medicine is possible in only a few colleges in this 
'-country. Both Johns Hopkins and Harvard offer post-graduate 
work in medicine, leading to the degree of Doctor of Public Health. 

A number of universities offer a combination of cultural and 
medical course covering six or seven years and leading to the two 
degrees of B. A. (Bachelor of Arts), or B. S. (Bachelor of Science), 
and M. D. (Doctor of Medicine) . 



THE SCHOOL OF PHARMACY 

The school of pharmacy usually requires graduation from a 
'high school for admission and sometimes two years of college 
'Work. At the end of a two years' course in pharmacy the degree 
of Ph. G. (Graduate of Pharmacy) is conferred. At the end of 
a three year course Ph. C. (Pharmaceutical Chemist) is conferred 
and at the end of a four year course the degree conferred is B. S. 
^(Bachelor of Science) in Pharmacy. 



16 



THE SCHOOL OF DENTISTRY 

The course in dentistry is usually a three year course open 
to graduates of secondary schools and leading to the degrees of 
D. D. S. (Doctor of Dental Surgery) and D. M. D. (Doctor of 
Dental Medicine). The University of Pennsylvania has a four 
year course in addition to the three year course. Harvard offers 
a four year course only. 

There are no less than thirty schools of dentistry in connec- 
tion with the universities and colleges. American schoools of 
dentistry are mostly well equipped and offer unexcelled facilities 
for clinical work and study. American practitioners of dentistry 
enjoy world reputation. There is a growing tendency on the part 
of States and universities to regard dentistry as a specialized 
branch of medical science. One State has already passed a law 
requiring that all practitioners of dentistry shall hold a medical 
degree. 

THE SCHOOL OF COMMERCE 

The school of commerce or business administration usually 
offers to graduates of secondary schools a four year course lead- 
ing to the degree of B. S. (Bachelor of Science). The first two 
years vary only slightly from the regular academic course but the 
last two are devoted to technical subjects designed to give general 
preparation for business. Schools of commerce and business are 
among the more recent acquisitions of American universities. 



THE SCHOOL OF JOURNALISM 

Only a few universities include in their organization schools 
of journalism, most of which are also recent additions. The course 
ordinarily covers four years and is open to graduates of secondary 
schools. The degree conferred is B. Lift. (Bachelor of Letters) 
or B. J. (Bacjielor of Journalism). The first two years are mainly 
devoted to social sciences and English planned to familiarize the 
student with present social and economic conditions and to help 
him in the use of language and self-expression ; and the last two 
years to such courses as reporting, interviewing, editorial writing, 
feature writing and international relations. Columbia maintains 
one of the best equipped and the University of Missouri one of 
the oldest schools of journalism in the country. 



17 



THE SCHOOL OF EDUCATION 

The typical school of education offers to graduates of secon- 
dary schools a four year course leading to the Bachelor's degree 
in pedagogy, literature, or science in education. 

This institution is comparatively new and is distinctly Amer- 
ican, whereas the normal school has European origin. The general 
aim is to prepare prospective high school teachers, school princi- 
pals and superintendents. 

For high school graduates the normal school course covers 
two or three years. Most States maintain normal schools for the 
training of teachers. 

Good schools of education provide opportunities for observa- 
tion and for the practice of teaching. In the professional part 
of their curricula they offer instruction in such subjects as edu- 
cational psychology, sociology, educational administration and the 
various aspects of secondary, grammar and kindergarten edu- 
cation. 

Graduate courses in education leading to the degree of M. A. 
(Master of Arts) or Ph. D. (Doctor of Philosophy) are now offered 
by the graduate departments of many universities. There is a 
growing tendency for the school of education to relegate to the 
collegiate department that part of its curriculum which is cultural 
and thus to become a purely graduate school. 



THE SCHOOL OF THEOLOGY 

The school of theology or divinity is the oldest of all profes- 
sional schools. A first class school offers a three year course to 
college graduates and confers the degree of B. D. (Bachelor of 
Divinity) or S. T. B. (Bachelor of the Science of Divitity). A 
number of schools of theology do not require the full college 
course. 

Certain schools of theology are denominational, such as An- 
dover Theological Seminary (Congregational), Oberlin Theolog- 
ical Seminary (Presbyterian) and the Catholic University of 
America (Roman Catholic) ; and others are not- Some are con- 
nected with the universities as is the case with Princeton, Yale, 
Harvard and the University of Chicago, while others, such as 
Union, McCormick and Drew Seminaries, are independent. 



18 



THE SCHOOL OF LAW 

The school or college of law offers to students who have had 
two years or more of collegiate training a three year course in 
common and statute law, leading to the degree of LL. B. (Bachelor 
of Laws). 

Because of the radical variation of the American legal system 
from the code systems of other countries only a few foreign stu- 
dents frequent American law schools, but there are many gradu- 
ate courses in jurisprudence, and international law patronized by 
the foreign students in the large universities. 



THE GRADUATE SCHOOL 

The cap-stone of the American university is the graduate 
school of arts and sciences, known as the Graduate Faculty or the 
Faculty of Philosophy. It admits as students only those who hold 
a Bachelor's degree from a college of recognized standing and 
offers courses leading to the Master's degrees: A. M. (Master of 
Arts), M. S. (Master of Science), M. Fed. (Master of Pedagogy) 
etc. and the Doctor's degrees: Ph. D. (Doctor of Philosophy), 
Sc. D. (Doctor of Science) and Phar. D. (Doctor of Pharmacy). 

The prototype of the American graduate school is the German 
philosophische fakultat. Its aim, besides giving instruction in 
the most advanced and specialized branches of science, is to extend 
the boundaries of human knowledge by original investigations and 
research. 

Almost all the American graduate schools have been appended 
within the last generation to the universities. Nevertheless the 
progress achieved by many of them has been unparalleled by any 
other university department. Students from abroad will find 
opportunities for graduate study and investigation in the leading 
American universities that compare favorably with any European 
university. 

The Master's degree is usually awarded to students who have 
pursued in residence post graduate studies for at least one aca- 
demic year or its equivalent devoted, as a rule, to not more than 
three studies, one of which, the major subject, receives the claims 
of the greater part of the student's time and interest. The require- 
ments may include the writing of a thesis approved by the appro- 
priate department. 



19 



The Doctor's degree is awarded to students who have pur- 
sued post graduate courses for usually three years (two of which 
at least must be done in residence) and who have satisfied their 
particular departments of their mastery of their special subject, 
and of their general acquaintance with the broader field of know- 
ledge of which their subject forms a part. This mastery is demon- 
strated, not only by oral and written examination, but a thesis or 
dissertation in addition, emobdying the results of original investi- 
gation and research on some topic, previously approved by the 
processor in charge of the major subject. Most universities re- 
quire the publication of the dissertation. 

THE SUMMER SCHOOL 

One of the interesting features of many prominent universi- 
ties is their summer school work, covering six weeks in July and 
August or extending through the summer months. These schools 
are designed primarily to meet the needs of teachers who seek 
advanced instruction, with or without regard to academic degree, 
and students who wish to shorten the period of residence, make 
up deficiencies, or complete their preparation for entrance to some 
college or professional school. 

The majority of the courses given in summer schools pertain 
to the undergraduate and some to the graduate departments of 
arts and sciences. In some cases it is possible to complete one 
quarter of a year's work during the summer course. 

Foreign students arriving early in the summer will do well 
to register in a summer school of good standing, especially if they 
are deficient in the use of the English language, or if they are not 
sure that they are entitled to eroll in the department or class in 
which they desire to enroll. 

EXTENSION TEACHING 

Extension teaching is instruction given by the regular uni- 
versity officers, or outside officers, under the supervision and con- 
trol of the university, either in or away from the university build- 
ings and for the benefit of those unable to attend the regular 
courses of instruction. These courses are given late in the after- 
noon and in the evenings, and are patronized by men and women 
from the differet walks of life who can give only a part of their 
time to study but without reference to an academic degree, and by 
those who look forward to qualifying themselves to obtain in the 
future academic recognition. 



20 
SECTION 2 

SPECIAL RESEARCH FOUNDATIONS 

Among the scientific resources of the country are a group of 
special foundations which are not, strictly speaking, educational 
institutions but which, through experimentation and research, 
have achieved results that have affected the theory and practice 
of education in the United States. Prominent among these insti- 
utions are the Russel Sage Foundation, The Carnegie Institution, 
The Carnegie Foundation for the Advancement of Teaching, and 
the Rockefeller Institute for Medical Research. 

SECTION 3 



INDEPENDENT TECHNICAL AND PROFESSIONAL 

SCHOOLS 

Not all technical and professional schools are part of a uni- 
versity. Some of the foremost schools of engineering, such as 
the Massachusetts Institute of Techolnogy, Worcester Polytechnic 
Institute, Rensselaer Polytechnic Institute and Stevens Institute 
of Technology, are not affiliated with any university. In excel- 
lence of work some of these schools of engineering stand on a par 
with any institutions in the world. 

The majority of the seminaries, especially the Catholic, have 
no university connections. 

Some medical institutions, such as the College of Physicians 
and Surgeons at Baltimore, are independent. 

Several States have established independent schools of engin- 
eering and mechanical arts. Among these are the Michigan Agri- 
cultural College and the Iowa State College of Agriculture and 
Mechanic Arts. 



SECTION 4 

INDEPENDENT AND DENOMINATIONAL COLLEGES 

Not all colleges are collegiate departments of some university. 
The majority of the schools of arts and sciences are independent 
institutions. In point of scholarship some of these independent 



21 



colleges compare favorably with any undergraduate department 
of any university, but in most cases they are smaller in the num- 
ber of attendance, their curricula more circumscribed and their 
library equipment not as good. On the other hand the personal 
touch and relationship, which is more likely to obtain in a smaller 
college than in a large university, may be the thing needed most 
by the student from abroad. It can be readily seen that in the 
atmosphere of a small college the alien student finds it easier to 
identify himself with the spirit of the institution. Most of the 
small colleges were, or still are, denominational. Thus there are 
Baptist colleges, Methodist colleges, Presbyterian colleges. Cath- 
olic colleges and many more. The denominational institutions 
attract, mainly, students of their own denominations, although 
they are open to all. They lay a special stress on religious edu- 
cation and require attendance at religious exercises. As a rule 
they thrive in the South and Middle West. In the West, where 
the State universities predominate, and in the East, where the 
independent universities predominate, the accepted policy is more 
or less complete divorce between higher education and religious 
instruction. 



SECTION 5 

Y. M. C. A. SCHOOLS 

In almost any good-sized city Y. M. C. A. courses of instruc- 
tion are given in the evening. Of special importance are those 
termed, "English for Foreigners". A student, deficient in English 
or in those studies required for admission to a school, may have 
his need met by the courses offered by the Y. M. C. A. Tuition 
fees for such courses are comparatively low, and the facilities 
for attending meetings, hearing lectures, together with the ath- 
letic facilities render the Y. M. C. A. building especially attractive 
for students from other lands. 



SECTION 6 

HIGHER EDUCATION FOR WOMEN 

Higher education began with the founding of Mount Holyoke 
Seminary (now Mount Holyoke College) at^South Hadley, Massa- 



chusetts, in 1837, as the result of a campaign by Mary Lyon. But 
it was not until after the Civil War that the period of establish- 
ment of women's colleges began. In 1855 Elmira College was 
founded, followed by Vassar (1861), Wells (1868), Smith (1871), 
Wellesley (1875), Bryn Mawr (1880), Mills (1885), Goucher 
(1888), and Rockford (1892). In all these institutions education 
is exclusively for women. 

In the Middle West, however, coeducation is the accepted 
policy and women are admitted on an equal footing with men- The 
success of the experiment in the State universities has given great 
impetus throughout the country to the coeducational system. The 
older colleges, and particularly those of the East, have been more 
conservative. They do not, as a rule, open their undergraduate 
schools to women, although they admit them to some of their 
graduate schools. One of the first coeducational institutions w^g 
Oberlin Collegiate Institute (now Oberlin College), which was 
opened in 1833. 

In addition to the separate and coeducational methods of 
education for women, there has also grown up a third system 
called the "co-ordinate system". This is represented by those col- 
leges for women which are affiliated with larger universities for 
men. The following v/ill serve as illustrations: Radcliffe College 
(1879) affiliated with Harvard University; H. Sophie Newcomb 
Memorial College (1886) affiliated with Tulane University of 
Louisiana; the College for Women affiliated with Western Re- 
serve University (1888) ; Barnard College (1889) affiliated with 
Columbia University and the Women's College of Brown Univer- 
sity (1892). 

A recent development in many college for women is the intro- 
duction of courses or departm.ents along the lines of household 
economics, secretarial training, library work and social service. 



2S 



CHAPTER III. 



COLLEGE ENTRANCE REQUIREMENTS 

Admission to a standard American college is, in general, based 
on the completion of a four year course in a secondary school. 
Expressed in terms of the "unit", it is the equivalent of fourteen 
to sixteen units. A "unit" represents a year's study in any sub- 
ject in a secondary school, constituting approximately a quarter 
of a full year's work. A four year secondary school curriculum 
should be regarded as representing not more than sixteen units 
of work. 

This definition assumes that the length of the school year 
is thirty-six to forty weeks; that a period is from forty to sixty 
minutes in length and that the study is pursued for four or five 
periods a week. 

There "are three methods of admission; first by certificate 
from an accredited high school. This method prevails in the West 
and Middle West. Second by an examination conducted by the 
college, itself, or by the College Entrance Examination Board (See 
Appendix No. 1.) This method is followed in the East. The third 
is by passing a "psychological test". This method, introduced 
last year by Columbia University, is based on the pschological 
tests used by the United States Army Officers during the War 
and is meant to determine, not so much the fund of information 
possessed by the student, as his ability to think accurately and 
clearly to use his common sense. Only those who complete their 
secondary school work with the high records are allowed to take 
the test. 

The physical condition of a student is more and more being 
taken into consideration by college authorities. Some are begin- 
ning to require a certificate of health for admission. 

Foreign students who have studied under systems different 
from those prevailing in the United States will be required to 
submit a statement of the courses together with the number of 
periods per week, and the college, into which admission is sought, 
reserves the right for itself to determine the equivalent in terms 
of American "units". 



24 



CHAPTER IV. 



ATHLETICS 

Next to the regular studies themselves, athletics claim the 
largest part of the interest and time of a typical American student. 
In the eyes of the community as well as of the college circle the 
athlete, as a hero, outshines the scholar. Some student athletes 
are accorded national publicity. 

Almost all colleges maintain four types of teams which com- 
pete with the teams of other institutions. These are baseball, 
football, basket ball and the track teams. Foremost among these 
are the first two. A football game between Yale and Harvard is 
a national event. 

The teams are usually trained by a professional "coach" and 
members are selected from students who maintain a certain stand- 
ard of scholarship. 

To the non-athletic student the American college usually 
offers, through its gymnasium, field and swimming pool, good 
opportunity for keeping in sound physical condition, which is 
fundamental for effective intellectual training. 

FRATERNITIES AND CLUBS 

Next to athletics, fraternities, societies and social clubs are 
the strongest expression of American college life. In a sense 
American fraternities are unique. They are secret societies with 
a limited membership and a Greek motto, by the initial letters 
of which they are known. The basis of membership is a certain 
standard of scholarship in some organizations, or similarity of 
tastes and congeniality of disposition. 

The first Greek letter fraternity was the O. P. K., an honor- 
ary society formed in the College of William and Mary in 1776. 
Later professional fraternities, such as T. B. T. in engineering, 
Sigma Psi in science, etc., were formed. Today there are over one 
hundred fraternities and societies, with a total membership of 
more than two hundred thousand. 

While many fraternities undoubtedly exercise salutary and 

wholesome influences upon their members in particular and the 

^.college student body in general, yet there are some which encour- 



25 

age snobbishness in juxtaposition to the highly democratic atmos- 
phere of the college campus. 

The number of foreign students who join fraternities is very- 
limited, although more and more of them are becoming open to 
students from abroad. 

In certain universities the place of fraternities is taken by- 
social clubs. These are organized to foster a spirit of comradeship 
among groups of students. 

DEBATING, DRAMATIC AND LITERARY SOCIETIES 

In addition to social clubs there are, in almost every univer- 
sity, debating, dramatic, literary and musical organizations, as 
well as clubs for specialized academic purposes such as philoso- 
phical, chemical, engineering and history clubs. 

FOREIGN STUDENT ORGANIZATIONS 

COMMITTEE ON FRIENDLY RELATIONS AMONG FOREIGN STUDENTS 

The Committee on Friendly Relations Among Foreign Stu- 
dents with offices at 347 Madison Avenue, New York City, is 
equipped with facilities to meet the students on their arrival, to 
advise them with regard to school, board and room and to provide 
them with letters of introduction. Every year it invites the 
foreign students to attend, as partial guests, the various student 
conferences held every summer in different parts of the country. 
No Syrian student in this country can afford to miss the oppor- 
tunity of keeping in touch with the Committee and of responding 
to its call to the student summer conferences. 



CORDA FRATRES — ASSOCIATION OF COSMOPOLITAN CLUBS 

This is a federation of clubs organized in many of the leading 
universities for the purpose of promoting international good will 
by bringing into fellowship selected representatives of each nation- 
ality within a given university. The motto of the Cosmopolitan 
Club is "Above All Nations is Humanity". A monthly magazine 
is published by the Association and an annual convention is held. 
In several universities, including Cornell, Syracuse, Purdue and 
the University of Chicago these clubs maintain houses with board- 
ing and lodging facilities for foreign student members and for a 
limited number of select Americans. 



26 



Special mention should be made of the Intercollegiate Cosmo- 
politan Club of New York City at 2929 Broadway, which ministers 
to the social and moral needs of all students in New York City in 
a most remarkable and efficient way. 

The Cosmopolitan Club offers an unusual opportunity for 
foreign students to come in contact with the leading students of 
other nationalities. 

OTHER FOREIGN STUDENT ORGANIZATIONS 

The Chinese, the Hindu, the Filipino and the Latin American 
students have their own local associations and national federations. 

RELIGIOUS ORGANIZATIONS 

In almost all large institutions of learning there are Newman 
(Catholic) Clubs and Christian Associations of various types but 
the chief one among them is the College Young Men's Christian 
Association. The first College Young Men's Christian Associa- 
tions were organized at the University of Michigan and the Uni- 
versity of Virginia in 1858. Since then the growth has been 
rapid until there are at present over eight hundred Student Asso- 
ciations in schools and colleges with a membership of about one 
hundred thousand. 

The Association exists as a friendly adviser to the students 
who labor under many handicaps as strangers in a strange land. 
Often employed secretaries are maintained, weekly meetings are 
held for devotional purposes, bible classes are conducted within 
the college and in the neighborhood, settlement and other forms 
of social work are carried on, employment bureaus are operated 
and summer conferences are planned. 

HAZING 

In every college class spirit is strong and frequently manifests 
itself in a "scrap" or "rush" between the Freshmen and the upper 
classmen, particulary the Sophomores. Severe restrictions are 
sometimes imposed upon Freshmen, such as requiring them to 
wear a special cap or necktie of a certain color and trousers with 
no cuffs. The new students are occasionally called upon by the 
older students to repeat the college songs or to render some menial 
service. 

The foreign student, as far as possible, should enter into such 
phases of college life with a true spirit of sportsmanship and fun. 
It should not be resented as autocratic or obtrusive, although in 
a few cases it is carried to a disagreeable limit. In fact the out- 



27 



standing feature of American college life is its democratic aspect. 
No other commuity can boast of having obliterated the distinc- 
tions between race, creed and color to the extent to which the col- 
lege community can. Even the aristocracy of wealth is not notice- 
able. Not only between students, but between students and pro- 
fessors, a spirit of comradeship usually prevails. 



28 



CHAPTER V. 



LIVING CONDITIONS 

The living conditions vary according to the size of the college 
or university and the size of the town in which it is located. As a 
rule the large universities flourish either in or near cities of con- 
siderable size, whereas small colleges grow in small communities. 

LODGING AND BOARDING FACILITIES 

All small colleges and the majority of the universities main- 
tain on their campus dormitories and dining halls for their stu- 
dents. The rates are reasonable. The dormitories are usually 
adapted to the needs of student life- They are equipped with good 
lights and baths and their atmosphere is conducive to study and 
concentration. Foreign students will do well to try as early as 
possible to secure accomodation on the campus of the college to 
which they intend to go. 

Wherever the dormitory facilities are not enough to accom- 
modate all students, the colleges usually keep an approved list of 
private homes in the vicinity where they are willing to rent rooms 
to students. Sometimes the college Y. M. C. A. keeps the list. 

EXPENSES 

The following tables show the approximate expenses for room, 
board, laundry, tuition, fees, etc. The data were collected in the 
summer of 1920 from tne various college authorities. Different 
representative institutions were selected in the East, Middle West, 
West and South. 

EAST 

Ithaca, New York. Cornell University. 

Room — $3 to $5 a week per year $200.00 

Board— $7 to ?9 a week „ „ 400.00 



Laundry 

Incidentals 

Tuition 

Fees 

Books 



35.00 
80.00 
200.00 
65.00 
28.00 



Total for year $1,008.00 



29 



Providence, Rhode Island 




Brown University. 


Room 




per 


year 


$150.00 


Board 








440.00 


Laundry 








4000 


Incidentals 








10000 


Tuition 








200.00 


Dues, Fees, etc. 






5 


150.00 


Total for year 


)1.050.00 


MIDDLE WEST 








Minneapolis, Minnesota. 


University of Minnesota. 


Room 




» 




$150.00 


Board — $7 to $8 per week 




>> 




375.00 


Laundry — $3 per month 




>> 




35.00 


Incidentals 




>> 




60.00 


Tution 




}} 




150.00 


Fees 




>> 




30.00 


Books 




» 




3000 


University activities, car fare, 


etc. 


}> 


- 


100.00 


Total for year 


$930.00 


Champaign, Illinois. 




University of Illinois. 


Room 




per 


year 


$140.00 


Board 




>> 




330.00 


Laundry 




>> 




25.00 


Incidentals 




>> 




75.00 


Fees 




>> 




75.00 


Books 




» 


- 


40.00 


Total for year 


685.00 


WEST 








Berkeley, California. 


University of California. 


Room — $8 to $12 per month 




per year 130.00 


Board— $25 to $30 per month 








300.00 


Laundry 








30.00 


Incidentals 








50.00 


Tuition 








150.00 


Fees 








50.00 


Books 








30.00 


University activities 








50.00 



Total for year 



$790.00 



30 



Seattle, Washington University of Washington. 

Room per year ^60.00 

Board •• .. 48000 



Laundry 

Incidentals 

Tuition 

Fees 

Books 



25.00 
50.00 
40.00 
40.00 
30.00 



Total for year 


SOUTH 




$1,025.00 


Austin, Texas 




University of Texas. 


Room and Board — $40 


per month 


per 


year $400.00 


Laundry 




>> 


30.00 


Incidentals 




>> 


100.00 


Fees 




»> 


50.00 


Books 




>> 


30.00 



Total for year $610.00 



VACATIONS 

The American academic year is practically eight months, 
extending from the last part of September to the early part of 
June with a two week vacation for Christmas and a week or less 
for Easter. In California the institutions are in session from the 
middle of August to the middle of May. 

How to spend the long summer vacation is one of the vexing 
problems of foreign student life. Whenever possible, a part of 
it, at least, should be spent in travel. America being such a vast 
and heterogeneous country, familiarity with one part does not 
constitute familiarity with the whole. During the summer holi- 
days many students find "jobs" to replenish their material re- 
sources, and those of them who are delinquent in their studies take 
advantage of the opportunities provided by the summer school?. 
In case the foreign student has no deficiency to make up and is 
not in need of employment, it is recommended that he make a 
special study of some American institution in all its phases, such 
as the Public Library system, the Y. M. C. A., the Public School 
system, the social settlements, the Prohibition movement, or any 
other organization or activity that centers around the philan- 
thropic and social life of the American community. 



PLACES OF INTEREST TO BE VISITED 

Among the scenic features of the United States which are 
most frequently visited are: Niagara Falls, Niagara, New York; 
Yellowstone National Park, Montana ; the Grand Canyon, Arizona ; 
the Yosemite Valley and the Big Trees of California, and Mam- 
mouth Cave, Kentucky. Students would enjoy a visit to Wash- 
ington, the capital of the United States, where they may see, not 
only the Government buildings, including the Capitol and the 
White House, but also the Washington and Lincoln monuments, 
the Library of Congress, the Pan American Building, the Red 
Cross Building, the Smithsonian Institute, the National Museum, 
etc. 

The Metropolitan Museum of Art, New York City ; the Boston 
Public Library and scores of other museums are worthy of a visit. 

STUDENT AID AND SELF HELP 

Almost all good sized colleges and universities include in their 
organization employment bureaus with a view to securing part or 
full time employment for students and graduates. The late after- 
noon and early evening hours, holidays, Saturdays and the vaca- 
tion days are often utilized by the students for working purposes. 
The commonest forms of work secured are : janitor service care of 
furnace, selling commodities, waiting on table, clerical work and 
tutoring. As a result many students in colleges, who otherwise 
would not be there, are enabled to continue their studies. 

Very few Americans go through college without trying to 
earn a part of their expenses. This, however, should not encourage 
the student to think that he can make his whole way through 
college. Even among the American students, the number who 
succeed in earning all their expenses is exceedingly limited- The 
educational process is such an expensive one from the standpoint 
of time, energy and money that it is well-nigh impossible for a 
foreign student to maintain physical and mental efficiency and, at 
the same time, make all the money necessary for his living and 
for his education. 

It should be noted, moreover by Syrian students that labor, 
though manual, is not looked upon in the United States as degrad- 
ing. The student need fear no loss in social station in the college 
community or in the town on account of it. The fact is that 
many American students, who later in life rise to eminence, never 
cease to look with pride upon their college life and how they "made 
their way through" it. 



32 



In addition to the employment possibilities, many universities 
have small loan funds which they are willing, under particular 
conditions, to put at the disposal of students. 

Scholarships, prizes, beneficial funds and fellowships are 
available in almost all institutions. They are announced in the 
annual catalogues of the institutions, copies of which may be se- 
cured free of charge, upon request, from the institutions. 



33 



CHAPTER VI. 

NUMBER AND DISTRIBUTION OF FOREIGN STUDENTS 

Student immigration is not a new thing in the history of edu- 
cation, but it never assumed the proportion it has in recent years 
and in connecion with the United States. According to statistics 
gathered by the Committee on Friendly Relations Among Foreign 
Students for the year 1919-1920 there are no less than ten thou- 
sand students from abroad pursuing higher courses of education 
in the United States. These students represent one hundred and 
sixteen different nationalities. The Chinese, with over a thousand, 
lead. The Japanese come next with almost half as many. All 
the Latin American republics are represented, and so are the coun- 
tries of Europe and the Near East. In the last academic year 
Syria was represented by forty-three students. Some of these 
students are sent on scholarships provided by their Governments, 
schools, communities, friends or private organizations. Others 
come at the expense of their parents- The rest are, to a large 
extent, self-supporting. 

Through the Chinese Boxer War Indemnity Fund a number 
of Chinese students, boys and girls, find it possible to come to this 
country. The Filipino Government has recently instituted a num- 
ber of scholarships in American universities for training the Fili- 
pino youth and so did the Brazilian Government, the Chilean 
Government and several other South American Governments. 
Among other European nations, France sends annualy a number 
of its ex-soldiers to study in the United States. The Commission 
on Relief in Belgium has appropriated a large sum of money for 
the education of Belgian students in this country. 

The distribution of these students throughout the United 
States is widespread. There are foreign students in every one of 
the forty-eight states of the Union and in the District of Columbia. 
The tendency of the foreign students is to congregate in the large 
centers like New York, Chicago, Philadelphia and in California 
on the Pacific Coast. In the interior, Illinois and Ohio draw the 
largest number. The tendency to cluster in the big universities 
is also marked, but there is hardly an institution of medium size 
in which they are not represented. 



34 



CHAPTER VII 



THE SYRIAN EDUCATIONAL SOCIETY 

The Syrian Education Society was established five years ago 
in New York City with a chapter in Boston. The motto of the 
Society is "The future of the Syrian people lies in its youth, and 
the hope of the youth is in education". 

During the five years of its existence the Society has con- 
ducted many educational campaigns from its platform and through 
the press. At times it conducted classes in English and in Arabic, 
but its chief service has been to make it possible for many ambi- 
tious young Syrian boys and girls, who can not defray all their 
expenses for higher education, to go to college. In the four years 
of its existence it has bestowed scholarships, on fifteen students 
in nine different institutions. One of the scholarships was be- 
stowed on a girl student at Boston University. The scholarships 
are granted after careful investigation of the scholastic records, 
character and future prospects of the candidates, and take the 
form of a loan, which the recipient is expected to refund after 
graduation from college. 

There are three types of membership in the Society — active, 
corresponding (for those outside of New York City) and patrons- 
The patrons pledge a minimum of $25 each per year, and the cor- 
responding and active members $5 each. 

The Society holds itself in readiness to consult with any 
parent desirous of educating his children and to help Syrian stu- 
dents in this country to solve their problems. It hopes in a few 
years to be in a position to extend its help to the students in Syria 
desirous of studying in the United States. 



35 



CHAPTER VIII. 



SPECIAL PROBLEMS 

The first problem which confronts a prospective student in 
the United States is the determination of the best school suited 
to his needs. The United Bureau of Education, Washington, 
D. C, is a most authoritative agency to consult. The Council on 
American Education at 818 Connecticut Avenue, Washington, 
D. C, can also give valuable information about the educational 
possibilities in the United States. The Committee on Friendly 
Relations Among Foreign Students at 347 Madison Avenue, New 
York City, is also in a position to offer advice and so is the Insti- 
tute of International Education at 419 West 117th Street, New 
York City. The services of all these agencies are free of charge. 
A catalogue of the different universities considered by the student 
should be secured. The American Medical Association has an 
accredited list of the recognized medical institutions, which list 
appears in the Appendix together with a list of classified colleges 
recognized by he Association of American Colleges. 

AMOUNT OF MONEY 

Another question relates to the question of the amount of 
money with which the Syrian student should be provided as he 
goes to college. The danger here lies on the side of underesti- 
mation. It is true that the opportunities for work before the 
ambitious, energetic and adaptable student are numerous, yet it 
is necessary that students should guard agains over work, phys- 
ically and mentally. They should enjoy leisure hours for growth 
and meditation and should take advantage of every opportunity 
to observe and study institutional movements, other than what 
they find in the local college curricula- 

We recommend that the Syrian student away from home start 
with a minimum of $500 which will carry him through the first 
half year. A great deal after that depends upon his own indus- 
try and ability. 

For students who come from Syria it is also suggested that, 
unless there is a definite reason for special preparation or travel. 



36 



they do not arrive in New York in the spring or summer months. 
Colleges being their sessions in the latter part of September. If 
one reaches the United States in the Spring he can hardly enter 
into the classes that have been in session since February or 
October, and if he arrives in the summer he will find all classes, 
except summer schools, closed up. 

ETIQUETTE 

Every Syrian student is an ambassador of another culture 
and another people to the American nation. He carries the honor 
of his people in his hand. The Americans are likely to judge all 
Syrians by his conduct. Hence the necessity of gentlemanly 
behavior under all conditions and at all times. 

The matter of manners, though minor, often has more to do 
in influencing people's impressions and opinions than the character 
or intrinsic worth of a man, which can not be determined at first 
sight and off hand. This is especially true in a country where 
people are too busy to study the deeper aspects of a person's 
nature. 

The basic spirit of good conduct in society is about the same 
everywhere, yet the minor points are often very different, one 
country from the other, due partly to custom and partly to the 
material conditions of society. 

For detailed information we recommend "A Dictionary of 
Etiquette" by W. C. Green. 



Jf/' 



CHAPTER IX. 



APPENDIX NO. 1. 



APPENDICES 

ACCREDITED HIGHER INSTITUTIONS. 



The institutions named below are those accredited by the 
Association of American Universities and the list is reprinted 
from the Educational Record, April 1920. 





Foi 


• men. 


Name of Institution 


Location or ^ 


rromen 




or coedncatlonal 


Alabama 






University of Alabama 


University 


Coed 


Arizona 






University of Arizona 


Tucson 


Coed 


California 






California Institute of Technology 


Pasadena 


Men 


Leland Stanford Jr., University 


Stanford University 


Coed 


Mills College 


Mills College 


Women 


Occidental College 


Los Angeles 


Coed 


Pomona College 


Claremont 


Coed 


University of California 


Berkeley 


Coed 


University of Southern California 


Los Angeles 


Coed 


Colorado 






Colorado Agricultural College 


Fort Collins 


Coed 


Colorado College 


Colorado Springs 


Coed 


University of Colorado 


Boulder 


Coed 


University of Denver 


University Park 


Coed 


Connecticut 






Trinity College 


Hartford 


Men 


Wesleyan University 


Middletown 


Men 


Yale University 


New Haven 


Men 


District of Columbia 




Catholic University of America 


WasTiington 


Men 


George Washington University 


Washington 


Coed 


Georgetown University 


Washington 


Men 


Trinity College 


Washington 


Women 


Florida 






Florida State College for Women 


Tallahassee 


Women 


John R. Stetson University 


Deland 


Coed 


University of Florida 


Gainesville 


Men 



38 









For men. 


Name of Institution 




Location 


or women 






or 


coeducational 




Georgia 






Agnes Scott College 




Decatur 


Women 


Emory University 




Oxford 


Men 


Mercer University 




Macon 


Men 


University of Georgia 




Athens 


Men 


Wesleyan College 


Idaho 


Macon 


Women 


University of Idaho 




Moscow 


Coed 




Illinois 






Armour Institute of Technology 




Chicago 


Men 


Augustana College 




Rock Island 


Coed 


Carthage College 




Carthage 


Coed 


Illinois College 




Jacksonville 


Coed 


Illinois Wesleyan University 




Bloomington 


Coed 


Illinois Woman's College 




Jacksonville 


Women 


James Millikin University 




Decatur 


Coed 


Knox College 




Galesburg 


Coed 


Lake Forest College 




Lake Forest 


Coed 


Lewis Institute 




Chicago 


Coed 


Lombard College 




Galesburg 


Coed 


IMonmouth College 




Monmouth 


Coed 


Northu^estern College 




Naperville 


Coed 


Northwestern University 




Evanston 


Coed 


Rockford College 




Rockford 


Women 


University of Chicago 




Chicago 


Coed 


University of Illinois 




Urbana 


Coed 


Wheaton College 


Indiana 


Wheaton 


Coed 


Butler College 




Indianapolis 


Coed 


De Pauw University 




Greencastle 


Coed 


Earlham College 




Earlham 


Coed 


Franklin College 




Franklin 


Coed 


Hanover College 




Hanover 


Coed 


Indiana State Normal School 




Terre Haute 


Coed 


Indiana University 




Bloomington 


Coed 


Purdue University 




Lafayette 


Coed 


Fiose Polytechnic Institute 




Terre Haute 


Men 


St. Mary of the Woods 




Terre Haute 


Women 


University of Notre Dame 




Notre Dame 


Men 


Wabash College 


Iowa 


Crawfordsville 


Men 


Coe College 




Cedar Rapids 


Coed 


Cornell College 




Mount Vernon 


Coed 


Drake University 




Des Moines 


Coed 


Dubuque College 




Dubuque 


Men 


Grinnell College 




Grinnell 


Coed 


Iowa State College of Agricultural and 






]\Iechanical Arts 




Ames 


Coed 


Iowa State Teacher's College 




Cedar Falls 


Coed 



39 









!for men. 


]Vame of Institution 




Location 


or 'women 






or 


coedncational 


Iowa (continued) 




Iowa Wesleyan College 




Mt. Pleasant 


Coed 


Luther College 




Decorah 


Men 


Morningside College 




Sioux City 


Coed 


Parsons College 




Fairfield 


Coed 


Penn College 




Oskaloosa 


Coed 


Simpson College 




Indianola 


Coed 


State University of Iowa 




Iowa City 


Coed 


Upper Iowa University 




Fayette 


Coed 


Union College of Iowa 


Kansas 


Des Moines 


Men 


Baker University 




Baldwin 


Coed 


Bethany College 




Lindsborg 


Coed 


College of Emporia 




Emporia 


Coed 


Fairmount College 




Wichita 


Coed 


Friends University 




Wichita 


Coed 


Kansas State Agricultural College 


Manhattan 


Coed 


Midland College 




Atchison 


Coed 


Ottawa University 




Ottawa 


Coed 


Southwestern College 




Winfield 


Coed 


University of Kansas 




Lawrence 


Coed 


Washburn College 


Kentucky 


Topeka 


Coed 


Central University of Kentucky 




Danville 


Men 


Georgetown College 




Georgetown 


Coed 


Transylvania College 




Lexington 


Coed 


University of Louisville 




Louisville 


Coed 


University of Kentucky 


Louisiana 


Lexington 


Coed 


Louisiana State University 




Baton Rouge 


Coed 


Tulane University of Louisiana 


Maine 


New Orleans 


Men 


Bates College 




Lewiston 


Coed 


Bowdoin College 




Brunswick 


Men 


Colby College 




Waterville 


Coed 


University of Maine 


Maryland 


Orono 


Coed 


Goucher College 




Baltimore 


Women 


John Hopkins University 




Baltimore 


Coed 


Loyola College 




Baltimore 


Men 


Maryland State College 




College Park 


Men 


Mt. St. Mary's College 




Emmitsburg 


Men 


Rock Hill College 




EUicott City 


Men 


St. John's College 




Annapolis 


Men 


Washington College 




Chestertown 


Coed 


Western Maryland College 




Westminster 


Coed 



40 









For men. 


^ame of Institution 




Location 


or women 






or 


coeducational 




Massachusetts 






Amherst College 




Amherst 


Men 


Boston College 




Boston 


Men 


Boston University 




Boston 


Coed 


Clark College 




Worcester 


Men 


Clark University 




Worcester 


Men 


Harvard University 




Cambridge 


Men 


Holy Cross College 




Worcester 


Men 


Massachusetts Arigcultural College 


Amherst 


Coed 


Mount Holyoke College 




Cambridge 


Coed 


Massachusetts Institute of Technology 


South Hadley 


Women 


Radcliffe College 




Cambridge 


Women 


Smith College 




Northampton 


Women 


Tufts College 




Tufts College 


Coed 


Wellesley College 




Wellesley 


Women 


Williams College 




Williamstown 


Men 


Worcester Polytechnic Institute 


Worcester 


Men 




Michigan 






Adrian College 




Adrian 


Coed 


Albion College 




Albion 


Coed 


Alma College 




Alma 


Coed 


Hillsdale College 




Hillsdale 


Coed 


Hope College 




Holland 


Coed 


Kalamazoo College 




Kalamazoo 


Coed 


Michigan Agricultural College 




East Lansing 


Coed 


Michigan College of Mines 




Houghton 


Men 


Olivet College 




Olivet 


Coed 


University of Detroit 




Detroit 


Men 


University of Michigan 


Minnesota 


Ann Arbor 


Coed 


Carleton College 




Northfield 


Coed 


College of St. Catherine 




St. Paul 


Women 


College of St. Teresa 




Winona 


Women 


College of St. Thomas 




St. Paul 


Men 


Gustavus Adolphus College 




St. Peter 


Coed 


Hamline College 




St. Paul 


Coed 


Macalester College 




St. Paul 


Coed 


St. Olaf College 




Northfield 


Coed 


University of Minnesota 


Mississippi 


Minneapolis 


Coed 


Millsaps College 




Jackson 


Coed 


University of Mississippi 


Missouri 


University 


Coed 


Central College 




Fayette 


Coed 


Djrury College 




Springfield 


Coed 


MJsapuri Valley College 




Marshall 


Coed 


Missouri Wesleyan College 




Cameron 


Coed 



41 













For men. 


Xame of Institution 








Location 

or 


or vromen 
coeducational 


■1 


IVIissouri 


(continued) 




Park College 








Parkville 


Coed 


St. Louis University 








St. Louis 


Men 


Tarkio College 








Tarkio 


Coed 


University of Missouri 








Columbia 


Coed 


Washington University 








St. Louis 


Coed 


Westminster College 








Fulton 


Men 


William Jewell College 








Liberty 


Men 






Montana 






Montana State College of 


Agriculture and 






Mechanic Arts 








Bozeman 


Coed 


University of Montana 








Missoula 


Coed 






Nebraska 






Bellevue College 








Bellevue 


Coed 


Cotner University 








Bethany 


Coed 


Creighton University 








Omaha 


Men 


Doane University 








Crete 


Coed 


Grand Island College 








Grand Island 


Coed 


Hastings College 








Hastings 


Coed 


Nebraska Wesleyan University 






University Place Coed 


Union College 








College View 


Coed 


University of Nebraska 








Lincoln 


Coed 


University of Omaha 








Omaha 


Coed 


York College 








York 


Coed 



University of Nevada 



Nevada 



Reno 



New Hampshire 



Coed 



Dartmouth College 


Hanover 


Men 


New Hampshire College of Agricultural and 






Mechanical Arts 


Durham 


Coed 


New Jersey 






College of St. Elizabeth 


Convent Station 


Women 


Princeton University 


Princeton 


Men 


Rutgers College 


New Brunswick 


Men 


Stevens Institute of Technology 


Hoboken 


Men 


New Mexico 






New Mexico College of Agriculture and 






Mechanic Arts 


State College 


Coed 


New York 






Adelphi College 


Brooklyn 


Coed 


Alfred University 


Alfred 


Coed 


Barnard College 


New York City 


Women 


Brooklyn Polytechnic Institute 


Brooklyn 


Men 


Canlsius College 


Buffalo 


Men 


Cathedral College , ■ . j^i^j 


New York City 


Men 



42 



Name of Institution 

New York 

Clarkson School of Technology 

Colgate University 

College of the City of New York 

Columbia University 

Cornell University 

D'Youville College 

Elmira College 

Fordham University 

Hamilton College 

Hobart College 

Hunter College 

Manhattan College 

New York State Teacher's College 

New York University 

Niagara University 

Rensselaer Polytechnic Institute 

St. Francis Xavier College 

St. John's College 

St. Lawrence University 

St. Stephen's College 

Syracuse University 

Union University 

University of Rochester 

Vassar College 

Wells College 



Davidson College 
Trinity College 
University of North Carolina 
Wake Forest College 



North Dakota Agricultural College 
Fargo College 
Jamestown College 
University of North Dakota 



Baldwin Wallace College 
Case School of Applied Science 
College of WoDster 
Defiance College 
Denison University 
Heidelberg University 
Hiram College 
Kenyon College 
Lake Erie College 
Marietta College 
Miami University 





For men. 


Location 


or 


women 


or 


coedncational 


(continued) 






Potsdam 




Men 


Hamilton 




Men 


New York City 




Men 


New York City 




Coed 


Ithaca 




Coed 


Buffalo 




Women 


Elmira 




Women 


Fordham 




Men 


• Clinton 




Men 


Geneva 




Coed 


New York City 




Women 


New York City 




Men 


Albany 




Coed 


New York City 




Coed 


Niagara University 


Men 


Troy 




Men 


Brooklyn 




Men 


Brooklyn 




Men 


Canton 




Coed 


Annandale 




Men 


Syracuse 




Coed 


Schenectady 




Men 


Rochester 




Coed 


Poughkeepsie 




Women 


Aurora 




Women 


arolma 

Davidson 




Men 


Durham 




Coed 


Chapel Hill 




Coed 


Wake Forest 




Men 


Dakota 

Agricultural College 


Coed 


Fargo 




Coed 


Jamestown 




Coed 


University 




Coed 


io 

Berea 




Coed 


^jCleveland 




Men 


fWooster 




Coed 


Defiance 




Coed 


Granville 




Coed 


Tiffin 




Coed 


Hiram 




Coed 


Gambler 




Men 


Painesville 




Women 


Marietta 




Coed 


Oxford 




Coed 



43 









For men. 


Kiinie of Institntion 




LocalioB 


or yromen 






or 


coeducational 


Ohio (continued) 




Municipal University of Akron 




Akron 


Coed 


Mt. Union College 




Alliance 


Coed 


Muskingum College 




New Concord 


Coed 


Oberlin College 




Oberlin 


Coed 


Ohio State University 




Columbus 


Coed 


Ohio University 




Athens 


Coed 


Ohio Wesleyan University 




Delaware 


Coed 


Otterbein University 




Westerville 


Coed 


University of Cincinnati 




Cincinnati 


Coed 


Wesetrn College for Women 




Oxford 


Women 


Western Reserve Universtiy 




Cleveland 


Coed 


Wittenberg College 


Oklahoma 


Springfield 


Coed 


Oklahoma Agricultural and Mechanical 






College 




Stillwater 


Coed 


Oklahoma College for Women 




Chickasha 


Women 


University of Oklahoma 


Oregon 


• Norman 


Coed 


Pacific University 




Forest Grove 


Coed 


Reed College 




Porland 


Coed 


University of Oregon 




Eugene 


Coed 


Willamette University 


Pennsylvania 


Salem 


Coed 


Alleghany College 




Meadville 


Coed 


Bryn Mawr College 




Bryn Mawr 


Women 


Bucknell University 




Lewisburg 


Coed 


Dickinson University 




Carlisle 


Coed 


Franklin and Marshall College 


Lancaster 


Men 


Haverford College 




Haverford 


Men 


Lafayette College 




Easton 


Men 


Lebanon College 




Annville 


Coed 


Muhlenburg College 




Allentown 


Men 


Lehigh University 




South Bethlehem Men 


Pennsylvania College 




Gettysburg 


Coed 


Pennsylvania State College 




State College 


Coed 


Susquehanna University 




Stelinsgrove 


Coed 


Swarthmore College 




Swarthmore 


Coed 


Temple University 




Philadelphia 


Coed 


University of Pennsylvania 




Philadelphia 


Coed 


University of Pittsburgh 




Pittsburgh 


Coed 


Ursinus College 




Collegeville 


Coed 


Washington and Jefferson College 


Washington 


Men 


Wilson College 


Rhode Island 


Chambersburg 


Women 


Brown University 




Providence 


Coed 



44 







For men. 


Name of Institution 


Location 


or T?omen 


-^?^«s^^^pi ( 


or 


coeducational 


South Carolina 


L 




College of Charleston 


Charleston 


Men 


Converse College 


Spartanburg 


Women 


University of South Carolina 


Columbia 


Coed 


Wofford College 


Spartanburg 


Men 


South Dakota 






Dakota Wesleyan University 


Mitchell 


Coed 


Huron College 


Huron 


Coed 


South Dakota College of Agriculture and 






Mechanic Arts 


Brookings 


Coed 


University of South Dakota 


Vermilion 


Coed 


Yankton College 


Yankton 


Coed 


Tennessee 






George Peabody College for Teachers 


Nashville 


Coed 


Maryville College 


Maryville 


Coed 


Southwestern Presbyterian Unlverisity 


Clarksville 


Men 


University of Chattanooga 


Chattanooga 


Coed 


University of Tennessee 


Knoxville 


Coed 


University of the South 


Sewanee 


Men 


Vanderbilt University 


Nashville 


Coed 


Texas 






Baylor University 


Waco 


Coed 


Southwestern University 


Georgetown 


Coed 


Rice Institute 


Houston 


Coed 


Trinity University 


Waxahachie 


Coed 


University of Texas 


Austin 


Coed 


Utah 






Univercity of Utah 


Salt Lake City 


Coed 


Vermont 






Middlebury College 


Middlebury 


Coed 


University of Vermont 


Burlington 


Coed 


Virginia 






College of Wlliam and Mary 


Williamsburg 


Men 


Emory and Henry College 


Emory 


Coed 


Hampden-Sidney College 


Hampden-Sidney Men 


Randolph-Macon College 


Ashland 


Men 


Randolph-Macon Women's College 


Lynchburg 


Women 


Richmond College 


Richmond 


Coed 


Roanoke College 


Salem 


Men 


University of Virginia 


Charlottesville 


Men 


Washington and Lee University 


Lexington 


Men 


Washington 






state College of Washington 


Pullman 


Coed 


University of Washington 


Seattle 


Coed 


Whitman College 


Walla Walla 


Coed 



45 



Name of Institution 



West Virginia University 



Beloit College 
Carroll College 
Lawrence College 
Marquette University 
Milton College 
Milwaukee-Downer College 
Northwestern College 
Ripon College 
St. Clara College 
University of Wisconsin 



University of Wyoming 







For men. 




Location 


or 


women 




or 


coeducational 


West Virginia 










Morgantown 




Coed 


Wisconsin 










Beloit 




Coed 




Waukesha 




Coed 




Appleton 




Coed 




Milwaukee 




Men 




Milton 




Coed 




Milwaukee 




Women 




Watertown 




Men 




Ripon 




Coed 




Sinsinawa 




Women 




Madison 




Coed 


Wyoming 










Laramie 




Coed 



APPENDIX NO. 2. — CLASSIFIED MEDICAL SCHOOLS, 

The following is a list of medical colleges as classified by the 
American Medical Association. It is reprinted from the Journal 
of the American Medical Association, April 19, 1919. 



MEANING OF CLASSES A. B. AND C. 

Class A. colleges are those which are acceptable; Class B. 
those which, under their present organization, give promise of 
being made acceptable by general improvements, and Class C. 
those 

(a) Which require a complete roerganization to make them 
acceptable. 

(b) Which do not keep satisfactory records of their students 
in regard to entrance requirements, attendance, grades, in courses, 
division into classes and reasons for promotion. 

(c) Which do not enforce their requirements in regard to 
admission (including those admitted to advanced standing), pro- 
motion and graduation. 

(d) Which give the major portion of their instruction after 
4 o'clock in the afternoon. 

(e) Which are privately owned and conducted for profit. 

(f) Which for other specific reasons are not eligible for 
inclusion in Class B. 



46 



CLASS A — ACCEPTABLE MEDICAL COLLEGES 

Alabama 

University of Alabama School of Medicine 



Arkansas 

University of Arkansas Medical Department 

California 

Leland Stanford Junior University School of 

Medicine 
University of California 

Colorado 

University of Colorado School of Medicine 

Connecticut 

Yale University School of Medicine 

District of Columbia 

Georgetown University School of Medicine 
George Washington University Medical School 
Howard University School of Medicine 

Georgia 

Emory University School of Medicine 
University of Georgia Medical Department 

Illinois 

Northwestern University Medical School 
Rush Medical College (University of Chicago) 
University of Illinois College of Medicine 

Indiana 

Indiana University School of Medicine Bloomington-Indianapolis 

Iowa 

State University of Iowa College of Medicine Iowa City 

Kansas 

University of Kansas School of Medicine Lawrence-Rosedale 

Kentucky 

University of Louisville Medical Department Louisville 

Louisiana 

Tulane University of Louisiana School of Medicine New Orleans 



Mobile 
Little Rock 

San Francisco 
San Francisco 

Boulder-Denver 

New Haven 

Washington 
Washington 
Washington 

Atlanta 
Augusta 

Chicago 
Chicago 
Chicago 



Maine 



Bowdoin Medical School 



Brunswick-Portland 



47 



Maryland 

John Hopkins University Medical Department Baltimore 

University of Maryland School of Medicine and the 

College of Physicians and Surgeons Baltimore 

Massachusetts 

Boston University School of Medicine Boston 

Medical School of Harvard University Boston 

Tufts College Medical School Boston 

Michigan 

Detroit College of Medicine and Surgery Detroit 

University of Michigan Medical School Ann Arbor 

University of Michigan Homeopathic Medical School Ann Arbor 

Minnesota 

University of Minnesota Medical School Minneapolis 

Mississippi 

University of Mississippi Oxford 

Missouri 

St. Louis University School of Medicine '" St. Louis 

University of Missouri School of Medicine Columbia 

Washington University Medical School St. Louis 

Nebraska 

John A. Creighton Medical College 
University of Nebraska College of Medicine 

New Hampshire 

Dartmouth Medical School 

New York 

Albany Medical College 

Columbia University College of Physicians and 

Surgeons 
Cornell University Medical College 
Fordham University School of Medicine 
Long Island College Hospital 
Syracuse University College of Medicine 
University and Bellevue Hospital Medical College 
University of Buffalo Department of Medicine 

North Carolina 

University of North Carolina School of Medicine 
Wake Forest College School of Medicine 



Omaha 
Omaha 

Hanover 

Albany 

New York City 

New York City 

New York City 

Brooklyn 

Syracuse 

New York City 

Buffalo 



Chapel Hill 
Wake Forest 



48 



North Dakota 

University of North Dakota School of Medicine 

Ohio 

Ohio State University College of Medicine 
University of Cincinnati College of Medicine 
Western Reserve University School of Medicine 

Oregon 

University of Oregon Medical School 

Pennsylvania 

Hanemann Medical College and Hospital 
Jefferson Medical College of Philadelphia 
University of Pennsylvania School of Medicine 
University of Pittsburgh School of Medicine 
Woman's Medical College of Pennsylvania 

South Carolina 

Medical College of the State of South Carolina 

South Dakota 

University of South Dakota College of Medicine 

Tennessee 

University of Tennessee College of Medicine 
Vanderbilt University Medical Department 

Texas 

Baylor University College of Medicine 
University of Texas Department of Medicine 

Utah 

University of Utah School of Medicine 

Vermont 

University of Vermont College of Medicine 

Virginia 

Medical College of Virginia 

University of Virginia Department of Medicine 

West Virginia 

West Virginia University School of Medicine 

Wisconsin 

Marquette University School of Medicine 
University of Wisconsin 



University 

Columbus 

Cincinnati 

Cleveland 

Portland 

Philadelphia 
Philadelphia 
Philadelphia 
Pittsburgh 
Philadelphia 

Charlseton 

Vermilion 



Memphis 
Nashville 



Dallas 
Galveston 



Salt Lake City 
Burlington 

Richmond 
Charlottesville 

Morgantown 



Milwaukee 
Madison 



49 



CLASS B — COLLEGES NEEDING GENERAL IMPROVEMENTS TO BE 

MADE ACCEPTABLE 

California 

College of Medical Evangelists Loma Linda-Los Angeles 

University of Southern California Medical Department 

(College of Physicians and Surgeons) Los Angeles 

Illinois 

Loyola University School of Medicine Chicago 

Hahnemann Medical College and Hospital Chicago 

New York 
New York Homeopathic Medical College and Flower 

Hospital New York City 

Ohio 
Eclectic Medical College Cincinnati 

Ohio State University College of Homeopathic Medicine Columbus 

Oklahoma 

University of Oklahoma School of 

Medicine Norman-Oklahoma City 

Pennsylvania 

Temple University Department of Medicine Philadelphia 

Tennessee 

Meharry Medical College Nashville 

CLASS C — COLLEGES REQUIRING A COMPLETE REORGANIZATION 
TO MAKE THEM ACCEPTABLE 

California 

College of Physicians and Surgeons San Francisco 

Oakland College of Medicine and Surgery Oakland 

Illinois 

Chicago Medical School Chicago 

Massachusetts 

College of Physicians and Surgeons Boston 

Middlesex College of Medicine and Surgery Cambridge 

Missouri 

Kansas City University of Physicians and Surgeons Kansas City 
Kansas City College of Medicine and Surgery Kansas City 

St. Louis College of Physicians and Surgeons St. Louis 

Tennessee 

University of West Tennessee College of Medicine and 

Surgery Memphis 



50 



APPENDIX No. 3. 



ENGINEERING SCHOOLS- 



The following list is a complete one of the colleges and schools 
of engineering and is taken from the Educational Directory, 
1919-1920, issued by the Department of the Interior, Bureau of 
Education, Washington,. D. C. 



Alabama 



Alabama Poltechnic Institute 
University of Alabama 



University of Arizona 
University of Arkansas 



Arizona 
Arkansas 
California 



University of California 
University of Southern California 
California Institute of Technology 
University of Santa Clara 
Leland Stanford Junior University 

Colorado 

University of Colorado 
Colorado College 
Colorado Agricultural College 
State School of Mines 

Connecticut 
Sheffield Scientific School (Yale University) 

Delaware 
Delaware College 

District of Columbia 

Catholic University of America 
George Washington University 
Howard University 

Florida 

University of Florida 

Georgia 

University of Georgia 
Georgia School of Technology 



Idaho 



University of Idaho 



Auburn 
University 

Tucson 

Fayetteville 

Berkeley 

Los Angeles 

Pasadena 

Santa Clara 

Stanford University 

Boulder 

Colorado Springs 

Fort Collins 

Golden 

New Haven 

Newark 

Washington 
Washington 
Washington 

Gainesville 

Athens 
Atlanta 

Moscow 



51 



Illinois 

Armour Institute of Technology 
Lewis Institute 
Northwestern University 
University of Illinois 

Indiana 



Chicago 

Chicago 

Evanston 

Urbana 

La Fayette 
Notre Dame 
Terre Haute 

Valparaiso 



Purdue University 
University of Notre Dame 
Rose Polytechnic Institute 
Valparaiso University 

Iowa 

Iowa State College of Agriculture and Mechanic Arts Iowa City 

Kansas 

University of Kansas Lawrence 

Kansas State Agricultural College Manhattan 

Kentucky 

University of Kentucky Lexington 

Louisiana 

Louisiana State University and Agricultural and 

Mechanical College 
Tulane University of Louisiana 



Maine 

University of Maine 

Maryland 

John Hopkins University 

Maryland State College of Agriculture 

Massachusetts 

Harvard University 

Massachusetts Institute of Technology 

Lowell Textile School 

Tufts College 

Worcester Polytechnic Institute 

Michigan 

University of Michigan 
University of Detroit 
Michigan Agricultural College 
Michigan College of Mines 

Minnesota 

University of Minnesota 



Baton Rouge 
New Orleans 

Orono 

Baltimore 
College Park 

Cambridge 

Cambridge 

Lowell 

Tufts College 

Worcester 

Ann Arbor 

Detroit 

East Lansing 

Houghton 

Minneapolis 



62 



Mississippi 

Mississippi Agricultural and Mechanical 

College 
University of Mississippi 

Missouri 

University of Missouri 
Washington University 

Montana 

Montana College of Agriculture and Mechanical Arts Bozeman 



Agricultural College 
University 

Columbia 
St. Louis 



Montana State School of Mines 

Nebraska 



Nevada 



University of Nebraska 

University of Nevada 

New Hampshire 
New Hampshire College of Agriculture and Mechanical 

Arts 
Darthmouth College 

New Jersey 
Stevens Institute of Technology 
Rutgers College 
Princeton University 

New Mexico 
New Mexico School of Mines 
University of New Mexico 
New Mexico College of Agriculture and Mechanic 

Arts 



Butte 

Lincoln 

Reno 



Durham 
Hanover 



Hoboken 

New Brunswick 

Princeton 



Socorro 

Albuquerque 

State College 



New York 

Polytechnic Institute of Brooklyn 

Cornell University 

College of the City of New York 

Columbia University 

Manhattan College 

New York University 

Clarkson College of Technology 

University of Rochester 

Union College 

Syracuse University 

Rensselaer Polytechnic Institute 



Brooklyn 

Ithaca 

New York City 

New York City 

New York City 

New York City 

Potsdam 

Rochester 

Schenectady 

Syracuse 

Troy 



53 



North Carolina 



University of North Carolina 




Chapel Hill 


North Carolina State College of Agriculture and 




Engineering 




West Raleigh 


North Dakota 






North Dakota Agricultural College 


Agricultural College 


University of North Dakota 




University 


Ohio 






Ohio Northern University 




Ada 


Muncipal University of Akron 




Akron 


University of Cincinnati 




Cincinnati 


Case School of Applied Science 




Cleveland 


Ohio State University 




Columbus 


St. Mary College 




Dayton 


Oklahoma 






University of Oklahoma 




Norman 


Oklahoma Agricultural and Mechanical College 


Stillwater 


Oregon 






Oregon State Agricultural College 




Corvalhs 


Pennsylvania 






Pennsylvania Military College 




Chester 


Lafayette College 




Easton 


Pennsylvania College 




Gettysburg 


Bucknell University 




Lewisburg 


Drexel Institute 




Philadelphia 


University of Pennsylvania 




Philadelphia 


Carnegie Institute of Technology 




Pittsburgh 


University of Pittsburgh 




Pittsburgh 


Lehigh University 


South Bethlehem 


Pennsylvania State College 




State College 


Swarthmore College 




Swarthmore 


Villanova College 




Villanova 


Rhode Island 






Rhode Island State College 
Brown University 




State College 
Providence 



South Carolina 

The Citadel, The Military College of South Carolina Charleston 
Clemson Agricultural College Clemson College 

University of South Carolina Columbia 



54 



South Dakota 

South Dakota State College of Agriculture and Mechanic 



Arts 
South Dakota State School of Mines 
University of South Dakota 

Tennessee 

University of Tennessee 
Vanderbilt University 

Texas 

University of Texas 

Agricultural and Mechanical College of Texas 



Brookings 
Rapid City 
Vermillion 

Knoxville 
Nashville 

Austin 
College Station 

Salt Lake City 

Vermont 

University of Vermont and State Agricultural College Burlington 
Norwich University Northfield 

Virginia 

Virginia Agricultural and Mechanical College and 

Polytechnic Institute 
University of Virginia 
Virginia Military Institute 
Washington and Lee University 



University of Utah 



Utah 



Washington 

State College of Washington 
University of Washington 



West Virginia University 

University of Wisconsin 
Marquette University 

University of Wyoming 



West Virginia 



Wisconsin 



Wyoming 



Blacksburg 

Charlottesville 

Lexington 

Lexington 

Pullman 
Seattle 

Morgantown 

Madison 
Milwaukee 

Laramie 



55 



APPENDIX NO. 4. - 

COLLEGES AND SCHOOLS OF AGRICULTURE 

The following list of schools and colleges of agriculture is 
taken from the Educational Directory, 1919-20, issued by the 
Department of the Intrerior, Bureau of Education, Washington, 
D. C. 

Alabama 

Alabama Polytechnic Institute Auburn 

Arizona 

University of Arizona Tucson 

Arkansas 

University of Arkansas Fayetteville 

California 

University of California Berkeley 

Colorado 

Colorado Agricultural College Fort Collins 

Connecticut 

Connecticut Agricultural College Storrs 

Delaware 

Delaware College Newark 

Florida 

University of Florida Gainesville 

Georgia 

Georgia State College of Agriculture and the Mechanic 

Arts Athens 

Idaho 
University of Idaho Moscow 

Illinois 

University of Illinois Urbana 

Indiana 

Purdue University Lafayette 

Iowa 

Iowa State College of Agriculture and Mechanic Arts Ames 

Kansas 

Kansas State Agricultural College Manhattan 



56 



Kentucky 

University of Kentucky Lexington 

Louisiana 
Louisiana State University and Agricultural and 

Mechanical College Eaton Kouge 

Maine 
University of Maine ^^^^° 

Maryland 
Maryland State College of Agriculture College Park 

Massachusetts 
Massachusetts Agricultural College Amherst 

Michigan 
Michigan Agricultural College East Lansing 

Minnesota 
University of Minnesota Minneapolis 

Mississippi 
Mississippi Agricultural and Mechanical College 

Agricultural College 

Missouri 

University of Missouri University 

Montana 
Montana State College of Agriculture and Mechanic Arts Bozeman 

Nebraska 
University of Nebraska Lincoln 

Nevada 
University of Nevada Reno 

New Hampshire 
New Hampshire College of Agriculture and Mechanical 

Arts Durham 

New Jersey 
Rutgers College New Brunswick 

New Mexico 
New Mexico College of Agriculture and Mechanic 

Arts State College 

New York 

New York State College of Agriculture (Cornell 

University) Ithaca 

Syracuse University Syracuse 

North Carolina 

North Carolina State College of Agriculture and 

Engineering West Raleigh 



5r 



North Dakota 

North Dakota Agricultural College Agricultural College 

Ohio 

Ohio State University Columbus 

Oklahoma 

Oklahoma Agricultural and Mechanical College Stillwater 

Oregon 

Oregon Agricultural College Cornvallis 

Pennsylvania 

Pennsylvania State College State College 

Rhode Island 

Rhode Island State College Kingston 

South Carolina 

Clemson Agricultural College Clemson College 

South Dakota 

South Dakota State College of Agriculture and Mechanic 

Arts Brookings 

Tennessee 

University of Tennessee Knoxville 

Texas 

Agricultural and Mechanical College of Texas College Station 

Utah 

Agricultural College of Utah Logan 

Vermont 

University of Vermont and State Arigcultural College Burlington 

Virginia 

Virginia Agricultural and Mechanical College and 

Polytechnic Institute Blacksburg 

Washington 

State College of Washington Pullman 

West Virginia 

West Virginia University Morgantown 

Wisconsin 

University of Wisconsin Madison 

Wyoming 

University of Wyoming Laramie 



(18 



APPENDIX NO. 5. — SCHOOLS OF DENTISTRY 



California 

University of Southern California, College of 

Denistry Los Angeles 

College of Physicians and Surgeons, Department of 

Dentistry San Francisco 

University of California, College of Dentistry San Francisco 

Colorado 

Colorado College of Dental Surgery, University of Denver Denver 

District of Columbia 

George Washington University, Department of 

Dentistry Washington 

Howard University, Dental College Washington 



Atlanta Dental College 
Southern Dental College 



Georgia 



Atlanta 
Atlanta 



Illinois 

Chicago College of Dental Surgery, Valparaiso University Chicago 

Northwestern University Dental School Chicago 

University of Illinois, College of Dentistry Chicago 

Indiana 

Indiana Dental College, University of Indiana Indianapolis 

Valparaiso University, College of Dentistry Valparaiso 

Iowa 

State University of Iowa, College of Dentistry Iowa City 

Kentucky 

University of Louisville, College of Dentistry Louisville 

Louisiana 

Loyola School of Dentistry, Loyola University New Orleans 

Tulane University of Louisiana, School of Dentistry New Orleans 

Maryland 

Baltimore College of Dental Surgery Baltimore 

University of Maryland, Dental Department Baltimore 

Massachusetts 

Harvard University, Dental School Boston 

Tufts College, Dental School Poston 



59 



Michigan 

University of Michigan, College of Dental Surgery 

Minnesota 

University of Minnesota, College of Dentistry 

Missouri 

Kansas City Western Dental College 

St. Louis University, School of Dentistry 

Washington University, School of Dentistry 

Nebraska 

University of Nebraska, College of Dentistry 
Creighton University, College of Dentistry 

New Jersey 
College of Jersey City, Department of Dentistry 

New York 
University of Buffalo, College of Dentistry 
College of Dental and Oral Surgery of New York 
Columbia University, Dental Department 
New York College of Dentistry 

Ohio 

Cincinnati College of Dental Surgery 
Ohio College of Dental Surgery 
Western Reserve University, Dental School 
Ohio State University, College of Dentistry 



Ann Arbor 

Minneapolis 

Kansas City 
St. Louis 
St. Louis 

Lincoln 
Omaha 

Jersey City 

Buffalo 
New York City 
New York City 
New Cork City 

Cincinnati 

Cincinnati 

Cleveland 

Columbus 



Oregon 

North Pacific College of Dentistry Portland 

Pennsylvania 

Temple University, School of Dentistry Philadelphia 

Thomas W. Evans Museum and Dental Institute School 

of Dentistry, University of Pennsylvania Philadelphia 

University of Pittsburgh, School of Dentistry Pittsburgh 

Tennessee 

College of Dentistry, University of Tennessee Memphis 

Vanderbilt Universtiy, Dental Department Nashville 

Meharry Dental College Nashville 

Texas 

College of Dentistry, Baylor University Dallas 

Texas Dental College Houston 

Virginia 

School of Dentistry, Medical College of Virginia Richmond 

Wisconsin 

Marquette University, Dental Department Milwaukee 



60 



APPENDIX NO. 6. 

PRIVATE SCHOOLS AS LISTED IN 

"AMERICAN PRIVATE SCHOOLS— 1919-1920" 

by PORTER E. SARGENT 

NOTE — Only a few of the best schools listed by Mr. Sargent are given here. 
The information concerning these schools will be given in the following order: 
<1) Name; (2) Location; (3) Class; (4) Head; (5) Year Established; 
(6) Tution; (7) Number of Faculty; (8) Length of Course; (9) Enroll- 
ment; (10) Special features. 

BOYS' SCHOOLS 

The Holderness School, Plymouth, N. H. ; Boarding; Rev. L. Web- 
ster, L. H. D. ; 1879 ; $550 ; 6 ; five years ; Diocesan School of 
New Hampshire. 

Phillips Exeter Academy, Exeter, N. H. ; Boarding ; Lewis Perry, 

A. B., M. A.; 1781; $150; 33; four years; 572; Eminent 

alumni. Democratic spirit. 
St. Paul's School, Concord, N. H. ; Boarding ; Rev. Samuel S. Drury, 

L. H. D. ; 1855 ; $950 ; 45 ; six years ; Episcopal Church School. 

Cosmopolitan. 
Berkshire School, Sheffield, Mass.; Boarding; Seaver B. Buck, 

A. B.; 1907; $1,110; 9; six years; 65; Remarkable, healthful 

location. 
The Huntington School, Huntington Ave., Boston, Mass.; Day; 

Ira A. Flinner, A. M- ; 1909 ; $300 ; 25 ; four to seven years ; 

300 ; Country Day features. 
The Longwood Day School, Brookline, Mass.; Day; Robert L. 

Cummins, B. S., A. M. ; 1913; $300; 80 enrolled; For young 

boys, prep, for boarding school. 
The Mount Hermon School, Mt. Hermon, Mass.; Boarding; Henry 

F. Cutler, D. C. L. ; 1881 ; 35 ; six years ; 561 ; Moderate tuition. 

Boys do manual work. 
Phillips Academy, Andover, Mass.; Boarding; Alfred E. Stearns, 

A. M., Litt. D.; 1773; $200; 40; four years; 562; Eminent 

alumni. 
Williston Seminary, Easthampton, Mass. ; Boarding ; Archibald V. 

Galbraith, A. B. ; 1841 ; $900 ; 13 ; four years ; 178 ; Five build- 
ings. Scientific and Preparatory Department- 
Worcester Academy, Worcester, Mass.; Boarding; Samuel F. 

Holmes, M. A. ; 1834 ; $7-900 ; 20 ; five years ; 200 preparatory 

for college and technical schools. 



61 

The Taft School, Watertown, Mass.; Boarding; Horace D. Taft, 
M. A.; 1890; $1,100; 18; five years; 230; New buildings. 
Thorough instruction. 

The University School, Bridgeport, Conn.; Day; Vincent C. Peck, 
A. B- ; 1892 ; $170 ; 4 years ; 50 ; Certificate admits to colleges 
and professional schools. 

Cascadilla School, Ithaca, New York; Boarding; A. M. Drummond, 
M. A. ; 1870 ; $900 ; 9 ; four years ; 95 ; Preparatory for Cornell. 
Athletics emphasized. 

The Chelsea School, 215 W. 23rd Street, New York City; Day; 
Francis P. Lamphear; 1896; $125; 12; 3 years; Supervised 
study; Y. M. C. A. School. 

Marquand School, 55 Hanson Place, Brooklyn, N. Y. ; Day; Carle 
O. Warren ; 1907 ; $200 ; six years ; Maintained by the Y. M. 
C. A. 

McBurney School, 318 W. 57th Street, New York City ; Day ; N. W. 
Edson; $200; Socialized curriculum. 

The Raymond Riordon School, Highland, Ulster County, New 
York; Raymond Riordon; Boarding; 1914; $800; 7; seven 
years ; 35 ; Out of door program daily. Individual attention. 

Riverdale Country School, Riverdale on Hudson, New York; 
Boarding; Frank S. Hackett, A. B.; 1907; $950; 21; twelve 
years ; 140 ; Country life near New York. Scholarly intimate 
teaching. 

Blair Academy, Blairstown, N. J.; Boarding; John C. Sharpe, 
A. M., D. D., LL. D.; 1848; $700; 20; six years; 270; Under 
Presbyterian influence. 100 acre campus. 

The Peddie Institute, Hightstown, N. J. ; Boarding ; R. W. Swet- 
land, A. M.; LL. B.; 1886; $700; 23; 4 years; 350; Fine ath- 
letic equipment; System of personal supervision. 

The Pennington School, Pennington, N. J. ; Boarding ; Day ; Frank 
McDaniel, D. D.; $600; Literary, athletic, musical organi- 
zations. 

Rutgers Preparatory School, New Brunswick, N. J.; Boarding; 
Day ; W. P. Kelly, A. M. ; 1766 ; $800 ; 9 ; six years ; 120 ; Coun- 
try location; College Preparatory and elementary. 

Allentown Preparatory School, Allentown, Pa.; Boarding; Day; 
Irvin M. Shalter, A. M. ; 1904 ; $325 ; 8 ; 6 years ; 130 ; Entirely 
new equipment. Country location. 

Franklin and Marshall Academy, Lancaster, Pa. ; Boarding ; Day ; 
E. M. Hartman, A. B., A. M.; 1787; $550; 12; 4 years; 150; 
Entered boys to 15 colleges last year. Attractive school home. 

The Mercersburg Academy, Mercersburg, Pa.; Boarding; Wm. 
Mann Irvine, LL. D. ; 1836 ; $550 ; 41 ; 444 ; Democratic. Modi^ 
fication of Prince preceptorial system. 



62 



St. Lukes School, Wayne, Pa. ; Boarding; Charles H. Strout, A. M. ; 

1863 ; $900 ; 100 enrolled ; Situated in the open country. 
Swarthmore Preparatory School, Swarthmore, Pa.; Boarding; 

Day; A. H. Tomlinson, B. S-; 1892; $650; 15; 12 years; 155; 

Proximity to Swarthmore College. 
Peacock School, Atlanta, Ga. ; Day; D. C. Peacock, J. H. Peacock; 

1898; $125; 6; eight years; 100; Small classes; individual 

attention. 
The University School, West End Avenue, Nashville, Tenn. ; Day ; 

C. B. Wallace; 1886; 100 enrolled; Thorough college prepar- 
ation. 

Brooks School, Indianapolis, Ind. ; Boarding; Day; Wendell S. 
Brooks, A. B.; 1914; $450; 6; 55; College preparatory. Organ- 
ized play. 

Detroit University School, 112 Parkview; Detroit, Michigan; Day; 

D. H. Fletcher, A. B., A. M., W. H. Fries, A. B.; 1890; $300; 
10; 12 years; 80; Physical training. College preparatory. 

The Blake School, Minneapolis, Minn. ; Country Day ; Raymond B. 

Johnson; 1907; $275; 20; 166; Strong faculty; Thorough 

work. 
The Country Day School, Kansas City, Mo- ; Country Day ; Ftalph 

I. Underhill; 1910; $400; 12; 8 years; 95; New buildings; 

22 acres. 
St. Louis Country Day School, St. Louis, Mo. ; Country Day ; RoUin 

M. Gallagher; 1917; $400; 4; Small classes. Athletics. 

GIRLS' SCHOOLS 

The Bancroft School, Worcester, Mass.; Boarding; Day; Miriam 

Titcomb, B. L. ; 1900; $800; 15; 12 years; 168; Elementary; 

College preparatory. 
The Curtiss Peabody School, 507 Beacon St., Boston, Mass. ; Day ; 

Elizabeth Curtis, Lucy G. Peabody; $300; 12 years; Outdoor 

study. 
The MacDuffie School, Springfield, Mass.; Boarding; Day; John 

MacDuffie, Ph. D., Mrs. MacDuffie, A. B.; 1890; $1,000; 9; 

10 years; 50; School of Housecraft in a separate building. 
Northfield Seminary, East Northfield, Mass.; Boarding; Charles 

E. Dickerson, M. S. ; 1879; $186; 50; 4 years; 634. 

The Low and Heywood School, Stamford, Conn.; Boarding; Day; 

Miss Edith Heywood ; 1883 ; $900 ; 9 years ; 125. 
The Barnard School for Girls, 421-423 W. 148th St., New York 

City; Day; T. E. Lyon, B. S., W. L. Hazen, A. B-, LL. D.; 

1896 ; $300 ; 10 ; 4 years ; 190 ; College preparatory. 
'Bedford Institute, 223 McDonough St., Brooklyn, N. Y. ; Day ; Miss 



63 

M. T. Purdy; $160; 5; 13 years; 75; From kindergarten to 
colleg'e. 

The Berkeley Institute, 183 Lincoln Place, Brooklyn, N. Y. ; Day ; 

Ina C. Atwood ; 1886 ; $200 ; 30 ; 325 ; College preparatory. 
The Brooklyn Heights Seminary, 18 Pierrepont St., Brooklyn, 

N. Y. ; Day ; Florence Greer, A. M. ; 1851 ; $240 ; 20 ; 13 years ; 

150; Open air school on roof. Montessori Department; Art 

and Household Economics. 
Chappaqua Mountain Institute, Valhalla, N. Y. ; Boarding ; Charles 

R. Blenis ; 1871 ; $375 ; Modem building. 
Drew Seminary, Carmel, ISJ. Y. ; Boarding; Clarence P. McCleland; 

18u'3; 5S50; 11; 4 years; 75; College preparatory. General, 

music, domestic science. 
Emma Willard School, Troy, N. Y. ; Boarding ; Day ; Eliza Kellas, 

Ph. B.; 1814; $1,200; 6 years; 250; College preparatory. 2 

years college course. 
Horace Mann School, Broadway at 120th Street, New York City; 

Day; Henry C. Pearson, A. B.; 1887; $315; 75; 900; High 

school for girls. Elementary and kindergarten for boys and 

girls. Coed. 
The Ossining School, Ossining, N. Y. ; Boarding; Day; Clara C. 

Fuller, Martha J. Naramore ; 1879 ; $900 ; 4 years ; 70 ; College 

preparatory. General. Vocational. 
The Packer Collegiate Institute, Brooklyn Heights, N- Y.; Day; 

John H. Denbigh, A. M. ; 1854 ; $100 ; 56 ; 720 ; Strong faculty. 

The Scudder School for Girls, 214 W. 72nd Street, New York City ; 
Boarding ; Day ; Myron T. Scudder, A. B., A. M. ; 1912 ; $1,000 ; 
18 ; 6 years ; 150 ; High School, Secretarial, Dramatics, House- 
hold Arts. 

The Wilkes-Barre Institute, 78 S. Franklin St., Wilkes Barre, Pa. ; 
Boarding ; Day ; Anna M. Olcott ; 1854 ; $800 ; 16 ; 113 ; College 
Prep., Strong faculty. 

Virginia Randolph Ellett School, Richmond, Va-; Country Day; 
Emily H. Welch, A. B.; 1890; $200; 16; An open air school. 
College preparatory. 

Lucy Cobb Institute, Athens, Ga. ; Boarding ; Miss Gerdine, Miss 
Brumby ; 1858 ; $930 ; 250 ; College prep, and general. Gym- 
nasium and swimming pool. 

Girls Collegiate School, Los Angeles, Cal.; Boarding; Day; Alice 
K. Parsons, Jeanne W. Dennen ; 1892 ; $900 ; 15 ; 6 years ; 140 ; 
Technical School. School of Music; College trained faculty. 
New building. 



64 



APPENDIX NO. 7. — COLLEGE ENTRANCE EXAMINATIONS 

The College Entrance Board's examinations are now generally- 
accepted by all colleges- Each institution, however, reserves the 
right to determine for itself what subjects it will require. Follow- 
ing is the list of examinations ordinarily given with their accepted 
unit values, 14-16 units being required for admission to a standard 
college : 

UNITS 

English 

1. Grammar and Composition 11/2 

2. Literature 1 1/2 

History 

A. Ancient 1 

B. Mediaeval and Modern 1 

C. English History 1 

D. American History and Civil Government . . 1 

E. Modern European History 1 

Civil Governmeat 1/2 

Latin 

1. Grammar 1 

2. Elementary Prose Composition 1 

3. Second Year Latin 2 

4. Cicero 1 

5. Vergil 1 

6- Advanced Prose Composition 1/2 

Greek 

Al. Grammar 1/2 

A2. Elementary Prose Composition 1/2 

B. Xenophon 1 

C. Homer 1 

F. Prose Composition i/> 

G. H. Homer 1 

French 

A. Elementary 2 

B. Intermediate 1 

C. Advanced 1 

German 

A. Elementary 2 

B. Intermediate 1 

C. Advanced 1 

Spanish 2 



65 



UNITS 

Mathematics 

A. Elementary Algebra 2 

Al- Algebra to Quadration 1 

A2. Quadration and Beyond 1 

B. Advanced Algebra 1/2 

C. Plane Geometry 1 

D. Solid geometry 1/2 

E. Plane and Spherical Trigonometry 1/2 

F. Plane Trigonometry 1/2 

Biology 1 

Botany 1 

Chemistry 1 

Drawing 

Freehand 1 

Mechanical 1 

Geography 1 

Music, Harmony 1 

Physics 1 

Zoology 1 



66 



APPENDIX NO. 8. 
READING LIST OF BOOKS ON THE UNITED STATES 

POLITICAL ORGANIZATION AND GOVERNMENT 

The American Commonwealth — ^James Bryce. This volume 
is recognized by competent authority as the best description 
of the political institutions of the United States and as the 
best interpretation of the political genius of the people. 
The Education of Henry Adams — a life story dealing with 
the leading events in the United States in the past half cen- 
tury. The writer was intimately related to many of the most 
important developments in national policy. He also deals with 
social and economic issues. 

Theodore Roosevelt — William Roscoe Thayer — a sympa- 
thetic record of a most commanding figure in American life 
and 01 one who was responsible for a large part of the activi- 
ties of the United States — political and governmental — from 
1890 to 1919. 

Have Faith in Massachusetts — Calvin Coolidge. A series of 
adresses, messages, and brief essays on various problems and 
issues of public life. 

SOCIOLOGY 

American Social Problems — Burch and Patterson. A dis- 
cussion of Immediate and urgent issues, as those of the city, 
population, including immigration, prohibition, racial rela- 
tions, industry, commerce and education. 
Sociology and Modern Social Problems — Charles A. Ellwood- 
This volume deals with the same topics, in the main, as the 
previous book, it has valuable statistical data. 
The Immigrant Tide — its Ebb and Flow. Edward A. Steiner. 
An intimate personal study of the immigrant — his attitude 
and experiences. 

How the Other Half Lives — Jacob Riis. A similar study of 
the conditions of the less fortunate people residing in the 
great cities of the United States. 

HISTORY 

Essentials of American History — Albert Bushnell Hart. The 
writer is recognized as a most competent authority of the 
foundation and development of the United States. 
Representative Cities of the United States — Caroline W. 
Hotchkiss — an interesting and instructive account of thirteen 
representative cities of the United States. 



67 



EDUCATION 

Public School Administration in the United States — Dutton 

and Snedden. A comprehensive survey of the organization 
and procedure of the public schools throughout the country. 
It gives a clear understanding of the methods of administra- 
tion, particularly in the city school systems. 
Poblic Education in the United States. EllvN^ood P. Cubberley. 
A study and interpretation of American educational history, 
with emphasis on the recent marked expansion of state edu- 
cational effort. 

Democracy and Education — John Dewey. A philosophic 
treatment of the educational theory on which, in the judg- 
ment of Dr. Dewey, the schools in a democracy should be 
based. 

Educational Administration — Strayer and Thorndike. A 
convenient book, with references to authoritative texts on the 
following subjects, under the head of educational adminis- 
tration : 

1. Studies of Students. 

2. Studies of the Teaching Staff. 

3. Studies of the Organization of Schools a^nd Courses 

of study. 

4. Means of Measuring Educational Product 

5. School Finance. 



LIBRPRY OF CONGRESS 



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LIBRARY OF CONGRESS 



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